The British Council has called for the adoption of language-responsive approaches that reflect the linguistic realities of learners to improve teaching and learning outcomes.
It said decisions on the language of instruction in schools should be guided by social, cultural, historical and economic realities rather than a one-size-fits-all approach.
The call was made in the Council’s newly released position paper, “Language-responsive Education: The British Council’s Position”, which examines how education systems can respond effectively to diverse linguistic contexts.
It was informed by a comprehensive global literature review titled “Language Policy and Practice: A Review of the Literature on English in Education”, which forms part of the British Council’s ongoing efforts to promote inclusive language policy and practice and support education systems in responding to learners’ linguistic realities.
In a statement copied to the Ghanaian Times, the Council stressed that while many countries sought to equip learners with communication skills needed for both local and global opportunities, it could only be achieved when inclusive language policies were supported by adequate resources, well-trained teachers, appropriate teaching and learning materials, and aligned with learners’ linguistic backgrounds.
It explained that language was central to learning, particularly in multilingual societies such as Ghana, where classrooms brought together children from diverse linguistic and cultural backgrounds.
Although Ghana’s education policy supports the use of Ghanaian languages in the early grades, the Council observed that many urban classrooms relied predominantly on English, creating a disconnect between policy and the linguistic realities of learners.
Rather than prescribing when countries should adopt English as the medium of instruction, the Council said such decisions should be made by individual countries, taking into account their unique social, cultural, historical and economic contexts.
“What matters most is how well systems support learning,” it said, stressing that learners should develop strong foundations in both a familiar language and English.
The Council also called for greater investment in linguistics, teacher preparation and language-responsive education systems, saying such measures would promote equitable learning opportunities while enabling learners to become proficient in both their home languages and English.
BY ABIGAIL ANNOH