Ghana’s Bold New Direction in Language Policy

Ghana’s Bold New Direction in Language Policy

In October 2025, Ghana’s Ministry of Education introduced a major shift in its education system: teachers in basic schools must now use the child’s mother tongue — a local Ghanaian language — as the main medium of instruction in the early years of schooling.

Education Minister Haruna Iddrisu described the initiative as part of a broader reform agenda aimed at strengthening foundational learning.

“A child learns best in a language that is familiar. It is unfair for Ghanaian children to start school entirely in English when most come from homes where local languages are spoken,” he stated.

The Ghana Education Service (GES) has been tasked with ensuring the directive is enforced, beginning immediately at the basic school level.

Why the Change?

1. Educational Comprehension and Equity

Many Ghanaian children grow up speaking local languages at home. Starting school in English often creates a barrier to understanding, reducing confidence and participation. Research shows that children learn faster and perform better when early education is delivered in a language they already speak.

2. Cultural Identity and Decolonisation

The reform also carries a cultural message. By prioritising Ghanaian languages, policymakers aim to reclaim educational spaces from colonial influence and celebrate the nation’s linguistic diversity. It’s a statement that Ghana’s own languages are vital, valuable, and modern tools for learning.

3. Alignment with Global Best Practice

Ghana’s approach mirrors international research and recommendations — including from UNESCO — which highlight the long-term benefits of mother-tongue instruction. Countries that have adopted similar models report improved literacy and stronger learning foundations in the early years.

Clarifying the Scope

Following initial reports suggesting a nationwide change, the Ministry later clarified the policy’s range.
As of 27 October 2025, the directive applies to children from Kindergarten through Primary 3 (KG–P3).
From Primary 4 onwards, English will once again become the main language of instruction — consistent with earlier education frameworks.

Expected Benefits

• Improved comprehension and engagement: Children can grasp concepts more easily and express themselves confidently.

• Stronger academic foundation: Early literacy and numeracy in a familiar language help prepare students for later English instruction.

• Cultural reinforcement: Recognising and using local languages in schools helps preserve Ghana’s rich linguistic heritage.

• Educational equity: Children from non-English-speaking homes begin school on a fairer footing.

Potential Challenges

• Linguistic diversity: With 46–80+ local languages spoken nationwide, choosing which language to use — especially in multilingual urban areas — may be complex.

• Teacher readiness: Many teachers will need training in mother-tongue pedagogy and proficiency in the specific language of instruction.

• Teaching materials: Most textbooks and resources are currently in English, requiring major translation and adaptation efforts.

• Transition to English: Students will eventually need to switch to English instruction in P4. Ensuring a smooth transition is critical to avoid setbacks in literacy and comprehension.

• Implementation consistency: Previous attempts at similar policies faltered due to weak follow-up and resource gaps.

A Historical Perspective

Language policy in Ghanaian education has changed several times over the decades:

• Post-independence: English was the dominant medium of instruction.

• 1970s–2000s: Mother-tongue instruction was permitted in lower primary (P1–P3).

• 2002: Policy reverted to English-only instruction.

• 2025: The current directive revives the earlier emphasis on local languages, this time with stronger implementation measures.

What Lies Ahead

To make this policy a success, Ghana must focus on:

• Curriculum development — creating textbooks and learning materials in multiple local languages.

• Teacher training — equipping educators with the tools and confidence to teach effectively in local languages.

• Monitoring and evaluation — tracking literacy and numeracy outcomes to assess the policy’s impact.

• Stakeholder communication — keeping parents, communities, and teachers informed to ensure support and understanding.

• Bridging to English proficiency — designing strategies so early mother-tongue instruction strengthens, rather than weakens, English skills later on.

Conclusion

Ghana’s 2025 language policy marks a transformative step in education — one rooted in both research and cultural pride. By prioritising mother-tongue instruction in the early years, Ghana is investing in its children’s comprehension, confidence, and identity.

The success of this policy will depend on how well it’s implemented — particularly in training teachers, producing materials, and managing the transition to English. If done right, it could become a model for linguistically inclusive education across Africa.