Controversy over use of local language as medium of instruction from KG to Primary 3

A new policy from the Ministry of Education (MoE) about the compulsory use of Ghanaian languages as the medium of instruction in basic schools has stirred controversy among the populace, especially parents.

The announcement, made last month by the Minister of Education, Haruna Iddrisu, aims to improve foundational learning and preserve Ghana’s rich linguistic heritage.

The move has been welcomed by some parents, applauding the efforts to keep the local language alive and help children learn and speak them. However, several concerns have been raised in opposition, forcing the ministry to clarify certain parts that seemed not to have been understood.

While some welcomed the move, citing better comprehension and cultural connection for young learners, others raised concerns about its practicality in diverse classrooms.

In a swift reaction, the MoE, through its Deputy Minister, Dr. Clement Apaak, clarified that the new directive issued by the sector minister was strictly limited to the earliest stages of basic education and does not extend across all levels.

In separate interviews conducted by The Spectator, parents remained divided on the policy and proffered diverse solutions to ensure its effectiveness.

“My daughter speaks Twi at home, so learning in Twi will help her grasp concepts faster,” said Mrs. Efia Asante, a mother of two. In her view, since her daughter already has a good grasp of the Twi language, it would be easier for her to understand the teachers.

Mrs. Rebecca Asare told The Spectator she shares the ministry’s explanation, saying that it is important to adopt measures that encourage young children to speak the native languages.

In sharp contrast, Mr. Albert Agyekum from Ablekuma commended the idea but questioned: “Can one teacher speak all the languages in a diverse classroom?”

Mr. Amoako Mark, whose child attends a school without a Ga teacher, wondered how his ward, who speaks only the Ga language, would cope under such circumstances.

Nii Amui also questioned how teachers in a class with children speaking different languages would manage if they cannot speak more than one local language.

Other parents also raised issues about regional language adaptation. Miss Eliza Vikporho argued that children naturally learn the dominant language of their environment. “If you live in the Volta Region, you learn Ewe. That’s how it has always been. Why make it compulsory?” she asked.

Still, others believe the policy could foster unity and elevate lesser-known Ghanaian languages.

By Beatrice Wonovi Kpeglah

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