The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities.

Autor/in	Mfum-Mensah, Obed
Titel	The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities.
Quelle	In: Comparative education, 41 (2005) 1, S. 71-85Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Feldforschung; Interview; Soziale Ungleichheit; Einstellung (Psy); Primarbereich; Bildungsprogramm; Unterricht; Dialekt; Sprache; Sprachgebrauch; Englisch; Kolonialismus; Muttersprache; Nationalsprache; Sprachpolitik; Ghana
Abstract	Many `alternative primary education´ programmes operating in the developing parts of the world use children´s first language as the medium of instruction. Programme sponsors often base their vernacular language policy on literature that highlights the cognitive and other benefits that accrue from using children´s first languages as the medium of instruction during their early stages in school. Working within a postcolonial discursive framework the paper examines the attitudes of community members, parents, school authorities and schoolchildren toward the use of the vernacular as a medium of instruction in the Shepherd School Programme, an alternative primary education programme, that has been implemented to provide improved educational access for schoolchildren in seven rural northern Ghanaian agri-pastoral communities. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3