Abstract:
The language of education is crucial to learners’ academic success. As a result, most
multilingual countries have adopted bilingual education systems that recognize the
child’s native language and a second language, which in most cases is the official
language of the country. Ghana, because of its multilingual nature, has promulgated a
language policy which uses the child’s L1 as medium of instruction at the lower basic
level from KG1 to Primary Three and English used from Primary Four onwards.
However, this policy has not been rigorously observed and enforced by teachers and
educational administrators respectively, especially in the rural areas. This qualitative
study, therefore sought to examine the factors that have militated against the use of
English as medium of instruction at Asafo Catholic JHS and also examined the
attitudes of teachers towards the implementation of the language policy.
Description:
A dissertation in the Department of Applied Linguistics, Faculty of Foreign
Language Education and Communication, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
