Implications of Medium of Instruction Policy on Teaching and Learning: A Reference to the Perspectives of Teachers in Rural Kindergarten and Lower Primary Schools in Ghana

Abstract

The research explored the views of teachers in rural schools regarding the relevance of the medium of instruction policy and the challenges they face in implementing it. A qualitative research design was used in which 12 teachers were selected from kindergarten (KG) and lower primary across rural schools in Ghana. Data was gathered using telephone interviews and analysed thematically.The research found that all teachers considered the policy important to their practice and children’s learning as it fostered better understanding of lessons and positive feelings among pupils and teachers themselves, thereby making lessons interesting and enjoyable. The research also found that teachers were however, concerned about some challenges militating against successful implementation of the policy in rural schools. Not only were parents not supporting teachers as they rather preferred that their children be taught in the English Language only but also there were no teacher’s reference materials including textbooks in the local languages to support them. The training that teachers received in the local languages was also inadequate to make them proficient in them. Yet, they were posted and or transferred to teach in the KG or lower classes in schools that they had no knowledge of pupils’ mother tongue.The research recommends effective training programmes for teachers in the local languages and deploying teachers to schools in communities that they are proficient to teach. The Ghana Education Service in collaboration with the Ministry of Education and all relevant stakeholders in children’s education should also mobilise resources to produce teaching and learning materials in the local languages. Keywords: Instruction, rural, mother-tongue, identity, social justice DOI: 10.7176/JEP/12-5-11 Publication date: February 28 th 2021