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Impacts of Language and Literacy Policy on Teaching Practices in Ghana

Philomena Osseo-Asare
€51.99
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A01=Philomena Osseo-Asare
Age Group_Uncategorized
Age Group_Uncategorized
Author_Philomena Osseo-Asare
automatic-update
Basic Education Certificate Examination
bilingual education research
Category1=Non-Fiction
Category=CB
Category=CFDM
Category=CJ
Category=HBTQ
Category=JNA
Category=JNF
Category=JNFR
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
COP=United Kingdom
Delivery_Delivery within 10-20 working days
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=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
Language_English
Life History Method
literacy policy
Local Language
Local Language Policy
Lower Grades Teachers
Lower Primary
NPP Government
PA=Available
postcolonial education systems
postcolonial Ghana
Pre-tertiary Education
Prevalent Language
Price_€20 to €50
PS=Active
qualitative interview methods
sociocultural literacy factors
softlaunch
Teacher Children Classroom Interaction
teacher professional development
Training College
Western Style Education

Product details

  • ISBN 9780367724283
  • Weight: 180g
  • Dimensions: 152 x 229mm
  • Publication Date: 26 Sep 2022
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
  • Language: English
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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.

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