¹Department of Government
Stephen F. Austin State University
Nacogdoches, Texas
²James I. Perkins College of Education
Stephen F. Austin State University
Nacogdoches, Texas
Title
Indigenous Culture and English Language Learning in Ghana
Synopsis
Over 70 indigenous languages are spoken in Ghana. The current language policy of teaching reading in the local languages begins in kindergarten, and addresses a problem rooted in Ghana’s colonial heritage. The current shape of the country developed from four British colonial territories with different languages and cultures. Consequently, the linguistic attunement necessary to the “expression and transmission of [a Ghanaian] culture” that may serve as a cornerstone of national identity (Rovira, 2008; p. 66) proves problematic, especially given the dominating influence of the English language. Retaining English as its national language subjects Ghana to certain tensions both domestically and internationally. It is also clear empirically that bilingualism can help improve a child’s educational development, cognitive functions, social skills, literacy, emotional skills, and creativity (Bialystok, 2011). This paper is about teaching reading to multilingual students in Ghana who are learning English as their second language. It attempts to draw some parallels to lessons learned in America that Ghana may find useful.