The evolving context of Ghana’s education system reveals an escalating concern – a declining emphasis on teaching Ghanaian languages (L1) in schools, essential for proficiency in other languages. This issue is particularly evident in urban primary schools, underscoring a complex array of challenges that demand thoughtful consideration and innovative approaches.
Issues for Consideration:
One of the pivotal challenges present in numerous primary schools across Ghana’s urban areas is the shortage of teachers specializing in Ghanaian languages. This shortage compels learners to delay the study of these languages until the Junior High School (JHS) levels, leading to a crucial question: How do students fare when Ghanaian languages become compulsory subjects in JHS?
Compounding this issue is the obligatory inclusion of specific regional languages, such as Ga in the Greater Accra Region, irrespective of a student’s tribal background. This policy compels children, already proficient in their native languages, to undertake the study of languages that may be unfamiliar to them due to relocation. For instance, a child fluent in Ewe, moving to Accra or Kumasi, is compelled to learn Ga or Twi, underscoring a significant gap that demands urgent attention and resolution.
Furthermore, a child introduced to the fundamentals of their L1 language only by Basic 7 faces a challenging task. With the expectation to master and sit exams on the language by Basic 9, this situation imposes an unnecessary academic burden, potentially hindering overall academic performance.
Cultural and Linguistic Diversity:
The significance of preserving cultural and linguistic diversity within the educational framework cannot be overstated. Forcing children to study languages for which they lack foundational understanding not only jeopardizes their academic performance but also diminishes their connection to their cultural roots.
Recommendations:
Addressing these multifaceted challenges require a comprehensive approach. First and foremost, there is an urgent need for the Ministry of Education and the Ghana Education Service to take action in enhancing the training of language teachers and strategically deploying them to primary schools in urban areas. These educators can play a pivotal role in providing the necessary language fundamentals required for a smoother transition to JHS.
Alternatively, the West African Examination Council (WAEC), should consider adopting a more flexible approach. Students with a solid foundation in their mother tongue should be allowed to register for these languages during the Basic Education Certificate Examination (BECE) at Grade 9. This modification can alleviate the burden on students who, due to circumstances beyond their control, are introduced to their L1 language at a later stage in their academic journey.
Conclusion:
A concerted effort is needed to bridge the widening gap in Ghana’s language education system in urban primary schools. Training more language teachers for primary schools and re-evaluating language study requirements during the BECE can contribute to a more inclusive and culturally sensitive educational environment. This approach will not only ensure academic success but also foster a stronger connection to Ghana’s rich linguistic heritage.
Wisdom Koudjo Klu
EDUCATIONIST/COLUMNIST,
GREATER ACCRA REGION.
