The dilemma of instructional language in education: The case of Ghana

Abstract

Abstract According to Victor Hugo (1802–1885), “He who opens a school door, closes a prison”. This powerful statement demonstrates the importance of school in the development of a nation and the lives of individuals. It has been proven that the language used in early childhood education has an impact on the cognitive development and learning achievement of children in their educational arena. Most countries in Africa are still discussing the language to be used as a medium of instruction in their educational system. Ghana, which is known as a multilingual society with over 80 languages is not excluded from this controversy. The language policy of education in Ghana has had a complex history since the colonial era. The question of international schools in Ghana is critically examined; most of these schools do not teach any of the Ghanaian languages, but a foreign language. Ghana, however, has been a strong advocate of the so-called African personality and the use of English as the medium of instruction is in overt opposition to this ideology. The argument about which language to be used as a medium of instruction in Ghanaian Schools has been going on for a long time without coming to a specific conclusion.