Language Policy and Quality Education in Ghana

The study is based on the concept of language policy in Ghana’s education sector. It begins by defining this concept and explaining the factors that determine educational quality as far as language policy is concerned: listening, reading, writing, and speaking skills. These factors are core to providing quality education because they help learners understand the content being taught, ultimately boosting their academic performance. Moreover, the study also notes that language policy is vital because it defines communication between learners and teachers. Furthermore, it analyzes the historical context of the Ghanaian language education policies and outlines how successful or unsuccessful they have been. From this analysis, the four authors used in the study agree that adopting English as the language policy has been historically a failure regarding quality education. Hence, the authors support adopting bilingual education, where the Ghanaian languages are used as the first language (L1) to teach learners from basic one to three and use English as the second language (L2) from basic four to nine. Consequently, the author agrees that language policy and quality education are directly related factors.

Key words: Language policy, Language in Education, Quality Education, English Language, Bilingual Education, First Language (L1), Second Language (L2)