In this study we investigate the implementation of educational policies aimed at furthering English Medium Instruction (EMI) in lower and upper primary schools in Ghana, a highly multilingual country where around 49 different languages and dialects are spoken (Davis & Agbenyega, 2012). Since 2007 the use of local languages is allowed in the lower primary schools, but in the upper primary only English should be used. However, over the past 60 years the Language-in-Education policies (LEP) have fluctuated regularly between English-only and mothertongue-based policies (Erling, Adinolfi & Hultgen, 2017).
Fourteen science and maths lessons were observed between April and June 2019 in two rural public or government schools, one in the Eastern Region and one in the Greater Accra Region, where most children come from farming and fishing communities. In addition, fifteen teachers were interviewed about their teaching practices and the role of children’s L1 in class. The study provides important new evidence that teaching exclusively through the medium of English is not possible in either the lower primary school or the upper primary because of the learners’ low proficiency in English. Local languages (Twi and Ga-Adangme) were therefore used to explain key terms and to stimulate discussion by students. Students were often reluctant to reply in English and waited for the teacher to provide a translation. Implementing EMI policies was particularly challenging in those schools were teachers did not know the first language of the children: communication between teachers and students was then hampered by lack of a shared language.
Thus, the study provides new evidence that children’s first languages should not just be used in the lower primary but continue to be used in the upper primary school, particularly in rural areas.