Education Reform for the Expansion of Mother-Tongue Education in Ghana

Autor/inn/en	Rosekrans, Kristin; Sherris, Arieh; Chatry-Komarek, Marie
Titel	Education Reform for the Expansion of Mother-Tongue Education in Ghana
Quelle	In: International Review of Education, 58 (2012) 5, S.593-618 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-012-9312-6
Schlagwörter	Foreign Countries; Educational Change; Native Language; Language of Instruction; Multilingualism; Bilingual Education; Educational Policy; Academic Standards; Educational Innovation; Constructivism (Learning); Ghana + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Instructional innovation; Bildungsinnovation
Abstract	In 1957 Ghana was the first sub-Saharan colonial nation-state to achieve independence from British rule. The language of literacy instruction, however, remained English throughout most of Ghana's independence, effectively thwarting reading and writing in 11 major and 67 minor indigenous languages in use today. After years of policy shifts, including the intermittent of mother tongue in early childhood schooling to facilitate English language and literacy instruction, prospects for a bold move towards multilingual education have emerged from a coalescence of forces inside and outside of Ghanaian education policy circles. This article discusses how the inertia of a dated language policy and a historic disregard for Ghana's multilingual landscape by the country's own policy makers are being overcome, at least partially, by progressive powers of change, albeit not without challenge. It undertakes an analysis of how a policy environment that supports bilingual education was created in order to implement a comprehensive and innovative multilingual programme, the National Literacy Acceleration Program (NALAP), which was rolled out across the nation's schools in early 2010. Having been involved in the process of designing NALAP, the authors describe the development of standards of learning and materials, as well as innovative aspects of a constructivist teacher education approach. The paper concludes with recommendations for further research, including combining a change process for key stakeholders and randomised language and literacy assessment with social marketing research in a unified approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10