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

Resource type
Journal Article
Authors/contributors
Title
Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana
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.
Publication
International Journal of Educational Development
Volume
76
Pages
102195
Date
2020-07-01
Journal Abbr
International Journal of Educational Development
Language
en
ISSN
0738-0593
Accessed
07/01/2023, 20:46
Library Catalogue
ScienceDirect
Citation
Carter, E., Sabates, R., Rose, P., & Akyeampong, K. (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, 102195. https://doi.org/10.1016/j.ijedudev.2020.102195