‘I have never taught anything’
An investigation of teacher placement and language-in-education policy implementation in Ghana
Bibliographic Data
| ID | 21491048 |
|---|---|
| Authors | Ernest Nyamekye (0000-0001-6968-9166, University of Cape Coast, corresponding author) |
| Year | 2024 |
| Volume | 44 |
| Issue | 3 |
| Pages | 299-305 |
| Publication date | 2024-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | South African Journal of African Languages (JOURNAL) |
| Journal identifiers | ISSN: 0257-2117 • E-ISSN: 2305-1159 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02572117.2024.2350929 |
| OpenAlex | W4404084276 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Language proficiency among teachers is undeniably vital for effective teaching and interaction with pupils. Accordingly, policy mandates teachers at the basic education level to utilise the child’s first language (L1) as the instructional medium to promote effective teaching and enhance children’s cognitive development. However, reports indicate that some teachers are placed in communities where the pupils’ L1 is entirely unfamiliar, thus impeding effective interaction. This study aimed to investigate how such misplacement of teachers affects children’s cognitive development in four districts in the northern regions of Ghana: Bunkpurugu Nankpanduri District (North-East Region), Wa East District – Bulinga (Upper West), Bawku West District, Azuera (Upper East Region) and Pru West District, Prang (Bono East Region). Employing the snowball sampling method, four teachers (one from each district) participated in this qualitative case study. The findings reveal that the linguistic gap resulting from this misplacement of teachers significantly impacted instructional effectiveness. Consequently, teachers were frequently compelled to rely on pupils and colleagues as interpreters, and sometimes resorted to gestures to facilitate instruction. Despite numerous reports, the Ghana Education Service appears to have overlooked teachers’ challenges. Furthermore, teachers expressed reluctance to learn pupils’ L1 for instructional purposes, citing various reasons. Recommendations are put forward for policymakers and stakeholders to address these issues
Mathematics education · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Thought and language.
Linguistic Interdependence and the Educational Development of Bilingual Children
Language representation in the Ghanaian lower primary classroom and its implications
Rethinking the place of African indigenous languages in African education
The non-native english speaking EFL/ESL teacher's self-image
African language development and language planning
Effects of policy on English-medium instruction in Africa
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |