Home » Impacts of Language and Literacy Policy on Teaching Practices in Ghana
Product Image

Impacts of Language and Literacy Policy on Teaching Practices in Ghana

Philomena Osseo-Asare
€192.20
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
A01=Philomena Osseo-Asare
Author_Philomena Osseo-Asare
Basic Education Certificate Examination
bilingual education research
Category=CB
Category=CFDM
Category=JNA
Category=JNF
Category=JNLA
Category=JNLB
Category=JNMT
Category=JNT
Category=JNU
Category=NHTQ
Children's Literacy Development
Children’s Literacy Development
classroom practices
Colonial Language
Common Language
Dr Kwame Nkrumah
Early Childhood Education
early literacy instruction Ghana
education policies
education policy analysis
eq_bestseller
eq_dictionaries-language-reference
eq_history
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Future Reading Skills
Ghanaian language
Ghanaian Languages
Ghanaian Local Languages
Ghanaian Teachers
Gold Coast
Ivory Coast
Language Policy
Life History Method
literacy policy
Local Language
Local Language Policy
Lower Grades Teachers
Lower Primary
NPP Government
postcolonial education systems
postcolonial Ghana
Pre-tertiary Education
Prevalent Language
qualitative interview methods
sociocultural literacy factors
Teacher Children Classroom Interaction
teacher professional development
Training College
Western Style Education

Product details

  • ISBN 9780367424114
  • Weight: 620g
  • Dimensions: 152 x 229mm
  • Publication Date: 16 Mar 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
Secure checkout Fast Shipping Easy returns
Description

This text critically examines changes in Ghanaian language and literacy policy following independence in 1957 to consider its impacts on early literacy teaching.

By adopting a postcolonial theoretical perspective, the text interrogates the logic behind policy changes which have prioritised English, local language, or biliteracy. It draws on data from interviews with teachers and researcher observation to demonstrate how policies have influenced teaching and learning. Dr Osseo-Asare’s findings inform the development of a conceptual framework which highlights the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering solutions to help teachers combat the challenges of frequent policy changes.

This timely monograph will prove to be an essential resource not only for researchers working on education policies, teacher education, and English-language learning in postcolonial Ghana but also for those looking to identify the thematic and methodological nuances of studying literacy and education in postcolonial contexts.
About Philomena Osseo-Asare

Philomena Osseo-Asare recently completed her PhD in the Department of Education at the University of Sheffield, UK.

More from this author