Language Policy and Instructional Practice Dichotomy: The Case of Primary Schools in Ghana

Autor/inn/en	Davis, Ernest; Agbenyega, Joseph S.
Titel	Language Policy and Instructional Practice Dichotomy: The Case of Primary Schools in Ghana
Quelle	In: International Journal of Educational Research, 53 (2012), S.341-347 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2012.04.007
Schlagwörter	Teaching Methods; Foreign Countries; Multilingualism; Language of Instruction; Language Planning; Language Usage; Elementary Schools; Teacher Attitudes; Administrator Attitudes; Educational Policy; Outcomes of Education; Qualitative Research; Interviews; Educational Practices; Ghana + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Sprachwechsel; Sprachgebrauch; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Qualitative Forschung; Interviewing; Interviewtechnik; Bildungspraxis
Abstract	"Clear grounding in a location gives us the confidence to engage with knowledge from other locations as we deconstruct and reconstruct them with our purposes" (Canagarajah, 2005, p. 15). This quote serves the basis of what this paper presents on language policy and pedagogical practices in Ghana. Language plays an important role in pedagogy, it is the medium through which concepts are thought, learned and also assessed. The use of foreign language as a medium of instruction in multilingual classroom is often characterized by a number of challenges. This paper reports of a study which sort to explore headteachers' and teachers' knowledge about the Ghanaian medium of instruction policy and how this policy is being applied in Ghanaian schools. Interviews were carried out with 10 headteachers selected from 10 schools. Qualitative analysis of the results revealed what appeared to be gaps between what the policy says and what the research participants do in their schools. Implication for these gaps between policy and practice on students' learning outcomes is discussed to inform future policies in Ghana and other Sub-Saharan Africa that have similar situation as in Ghana. (Contains 1 table.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10