In as a definite language arrangement. This

             In the republic of Ghana has discussed about linguistic rightsminorities for a long time. The language circumstance in Ghana is in numerousregards very comparable to that of other African and postcolonial settings wheremultilingualism is the standard.   As aresult of the checkered history of Africa, the larger part of African nationsare multilingual. But exceptionally few of these nations have what can beremotely described as a definite language arrangement. This circumstance is notthe good at all because a good language arrangement will shape the direction oflanguage instructive.

Political dominance and cultural forces among the causesof language move in Africa. All of these phenomena apply to the Ghanaian scenewhere English has applied a lot of pressure on all the local dialects to theextent that mostly children born to Ghanaians at the top of the socio-economicladder speak only English at home. For these people, at least, English is amore prestigious and, possibly, superior language to the Ghanaian ones.              One ofthe reasons why we must to take a new look at the teaching of Ghanaianlanguages in our schools is to be found in the way these languages are put touse by the school leavers. Most of our first and second-cycle school graduatesuse mainly their first language that we use and probably one other Ghanaianlanguage in their day to day activities. English is hardly used partly becauseof their low level of proficiency in it. Boadi (1971) confirms that as far asthe majority of school leavers is concerned if there is any agreement about thelevel of attainment which they reach in English, it is that this is low andinadequate for most ordinary purposes. If this then is the plight of theGhanaian school leaver in the use of English, instead of directing almost allenergies at the teaching of English, emphasis should equally be placed on thegood, old Ghanaian languages which will be of immediate and practical use tothem when they leave school.

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            Finally, if we realise that the factthat our educational policies and programmes should reflect our national goalsand aspirations we will also realise the extent to which a serious approach tothe teaching of Ghanaian languages is of prime importance. This is because inorder that government policies such as increased productivity, decentralisation,rural development and industralization may succeed the broad masses of thepopulation of Ghana need to be involved. This can only be possible with theGhanaian languages rather than with 


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