In good at all because a good language


            In the republic of Ghana has discussed about linguistic rights
minorities for a long time. The language circumstance in Ghana is in numerous
regards very comparable to that of other African and postcolonial settings where
multilingualism is the standard.  

As a
result of the checkered history of Africa, the larger part of African nations
are multilingual. But exceptionally few of these nations have what can be
remotely described as a definite language arrangement. This circumstance is not
the good at all because a good language arrangement will shape the direction of
language instructive. Political dominance and cultural forces among the causes
of language move in Africa. All of these phenomena apply to the Ghanaian scene
where English has applied a lot of pressure on all the local dialects to the
extent that mostly children born to Ghanaians at the top of the socio-economic
ladder speak only English at home. For these people, at least, English is a
more prestigious and, possibly, superior language to the Ghanaian ones.  

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One of
the reasons why we must to take a new look at the teaching of Ghanaian
languages in our schools is to be found in the way these languages are put to
use by the school leavers. Most of our first and second-cycle school graduates
use mainly their first language that we use and probably one other Ghanaian
language in their day to day activities. English is hardly used partly because
of their low level of proficiency in it. Boadi (1971) confirms that as far as
the majority of school leavers is concerned if there is any agreement about the
level of attainment which they reach in English, it is that this is low and
inadequate for most ordinary purposes. If this then is the plight of the
Ghanaian school leaver in the use of English, instead of directing almost all
energies at the teaching of English, emphasis should equally be placed on the
good, old Ghanaian languages which will be of immediate and practical use to
them when they leave school.

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


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