Repositioning Ghana Schools As English Language Learner Schools: Using Native And English Languages To Improve Academic Performance

This article argues that Ghanaian students’ academic performance might improve if instructors make use of their native languages and the English language (bilingual method) to provide instruction in school setting as it promotes classroom participation, engagement in learning, and the development of listening skills that improve comprehension. While there is some evidence to support this attitude, in fact, most young children do not speak English at home, and therefore, experience hardship in their learning. As a result, they are jeered and labeled as incompetent and incapable of being students. However, this article argues that students’ academic performance might improve if instructed in a bilingual setting as they will feel comfortable and confident about their learning in school. There is evidence that children underperform in school because educators abandon the traditional native languages at the onset of formal schooling in Ghana, and sometimes, the only language that students know best is their native language. Ghana’s official language is English; it applies to curriculum and instruction in public and private educational setting. The English language is vastly spoken in homes with middle income socio-economic status. With the rise of the middle class in the country, some citizens are abandoning the daily use of spoken vernacular and are speaking English at home as a rite of passage of giving their children a head start in their academic journey. English language learning approach can be useful to improve students’ English skills; however, if combined with their native language, it could effect change in education in Ghana. The English language teaching strategies must employ on content and language integrated learning, integrated content-based instruction, a focus on academic language proficiency, sheltered instruction, comprehensible input, learner-centered instruction, integrated skills approach, cooperative learning, and teacher collaboration (Calderón et al., 2015). This article employs meta-analysis of literature knowledge to advance professional practice in repositioning Ghana schools as English Language Learner Schools. Hence, English language proficiency for all students should be tasked with effective English language learning services in order to improve English language acquisition in Ghana. Keywords: Ghana, English language learner, Content and language integrated learning, Integrated content-based instruction, Sheltered instruction, Integrated skills approach, orcid.org