Article 39 clause 3 of the 1992 Constitution of the Republic of Ghana enjoins the State to “foster the development of Ghanaian languages and pride in Ghanaian culture”. This constitutional provision does not only seek to inculcate in Ghanaians the importance of their indigenous languages and cultures, but also to take steps to rejuvenate public interest and appreciation for our languages and cultures. However, one wonders if the State is living up to expectation as far as this constitutional requirement is concerned.
In November, 1999, the United Nations Educational, Scientific and Cultural Organisation declared February 21 as International Mother Language Day. This day was instituted to promote linguistic and cultural diversity, multilingualism and to highlight greater awareness of the importance of mother language education. The institution of the day was also to bring to the fore strategies nations can adopt to save their various indigenous languages and tap their immense benefits to the fullest.
Since Ghana attained independence in 1957, there has been a growing concern about the relevance of the language policies incorporated into our educational structure. This has resulted in frequent policy shifts which have not yielded desired outcomes as far as Ghanaian language education is concerned. There is still a growing concern about whether the current language policy can help promote our indigenous languages for national development.
Available statistics indicates that Ghana has about 73 indigenous languages of which 12 are studied and examined in schools and colleges. Needless to say, a lot needs to be done to have a comprehensive study of the remaining non-examinable Ghanaian languages to onboard the educational curricula in our educational institutions and to promote the already examinable ones.
This readily brings to mind the current language policy in Ghanaian languages. Currently, the Ghanaian Language Policy provides for the use of Ghanaian languages as a medium of instruction in the lower primary schools. From the upper primary to junior high schools, the Ghanaian languages are made subjects of study, where they are examinable at the Basic Education Certificate Examinations (BECE).
The teacher trainees are also studying one Ghanaian language under the policy. Clearly, this policy has mandated the use of Ghanaian languages in education to a limited extent and created a vacuum at the senior high schools, making it difficult for the teacher trainees to be well grounded in the Ghanaian languages. To add salt to injury, most of these teachers end up teaching Ghanaian languages at the lower primary schools. How can these teachers be adequately equipped to ensure the success of the policy?
There is, therefore, a need to review the current language policy to make the study of Ghanaian languages compulsory in the senior high schools. This will undoubtedly provide sound educational training for our teachers which will definitely culminate in high standards of education.
As a nation, we have as an important step towards this desirable transformation process the need to produce textbooks in the Ghanaian languages from kindergarten to the tertiary institutions and also to train teachers to teach these languages. In view of this, the Bureau of Ghana Languages, which has been operating in 12 Ghanaian languages, namely, Akuapem Twi, Asante Twi, Dagaare, Dagbani, Dangme, Ewe, Ga, Gonja, Gurune, Kasem, Mfantse and Nzema, should be adequately resourced to deliver on its mandate of developing, promoting and preserving Ghanaian languages for national development.
A conscious effort should be made by the government to incorporate technologies, digital resources and other youth-driven approaches in the educational curricula to enhance the teaching and learning of Ghanaian languages across our educational institutions.
As we commemorate this year’s International Mother Language Day, let us feel proud of our indigenous languages. Our languages are our identity and it is essential to invigorate them to guarantee the continuity and transmission of culture and heritage.
The theme for this year’s commemoration of International Mother Language Day, ‘Youth Voices on Multilingual Education,’ underscores the role of the youth in multilingual education. The youth has critical roles to play in transmitting the intergenerational knowledge and heritage they carry to the next generation. It is therefore, very essential for the youth to take the centre stage in multilingual education and revitalise our indigenous languages in education.
This clarion call goes to the government, policymakers, educationists, traditional authorities and other stakeholders to rise up to the challenge and promote our indigenous languages for national development and unity in diversity. In everything we do as a nation, let us not forget that language is culture, and a neglect of one’s language is a neglect of one’s culture.
The writer is Editor, Translator, Part-Time Lecturer, Writer and Development Communication Consultant, Bureau of Ghana Languages.
E-mail: avusco@gmail.com
BY JOSEPH KOFI AVUNYRA
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