Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana
International Journal of Educational Development
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Carter, E., Sabates Aysa, 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 https://doi.org/10.1016/j.ijedudev.2020.102195
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.
This project was commissioned under the Complementary Basic Education (CBE) Programme, funded by DFID and USAID and managed by the Management Unit (MU) at Crown Agents, in partnership with the Ministry of Education and Ghana Education Service.
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External DOI: https://doi.org/10.1016/j.ijedudev.2020.102195
This record's URL: https://www.repository.cam.ac.uk/handle/1810/304036
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Licence URL: https://creativecommons.org/licenses/by-nc-nd/4.0/