The Realities of Implementing First Language (L1) for Instruction in Lower Primary Schools in Ghana

Abstract

In May 2002, Ghana approved the use of English as the language of instruction (LOI) in lower primary schools. In 2012 however, a new policy was declared on using the Ghanaian language, the first language (L1) of learners as LOI. This raised some controversies among stakeholders. Currently, although teachers are required to implement the new policy, there appears to be an apparent lack of literature on what really pertains in the lower primary classrooms. This study provides preliminary findings from a larger study funded by the Jacobs Foundation. The study used a concurrent mixed methods design. In the qualitative phase, 48 participants were interviewed, and their lessons were observed using interview and observation guides. In the quantitative phase, 448 respondents completed a questionnaire. Key findings indicate that while teachers recognise the benefits of using L1 to enhance engagement and comprehension, they often adopt a blended approach that combines both English and L1. Major challenges in implementing the L1 policy include community-parental resistance, unavailability of teaching and learning resources, policy-examination mismatches and issues with teacher postings. Subsequently, participants advocated for a blended LOI approach because of its added merit to help learners understand concepts more easily in their native languages while developing crucial skills in English, and further ease the transition of L1 at the lower primary to English at later years. It is recommended that policymakers should promptly investigate the potential benefits of adopting a blended approach to modify existing policies that mandates the use of L1.