Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana

Carter, Emma, Sabates, Ricardo, Rose, Pauline and Akyeampong, Kwame (2020) Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana. International Journal of Educational Development, 76. a102195. ISSN 0738-0593

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Abstract

This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
SWORD Depositor: Mx Elements Account
Depositing User: Mx Elements Account
Date Deposited: 03 Apr 2020 08:04
Last Modified: 21 May 2020 14:00
URI: http://sro.sussex.ac.uk/id/eprint/90680

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