Review language policy, retool Bureau of Ghana Languages to promote indigenous languages

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”. However, one wonders if the State is truly performing her responsi­bility as far as this constitutional provision is concerned. There is little or no commitment on the part of government to come out with comprehensive policies and programmes to promote our indigenous languages.

In November 1999, the United Nations Educational, Scientific and Cultural Organisation (UN­ESCO) 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. It is worthy to mention that from the colonial era to date the language policies have only mandated the use of Ghanaian languages in education to a limited extent.

Ghana has about 73 indigenous languages of which 12 are studied and examinable 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 on board the educa­tional curricula in our educational institutions and to promote the already examinable ones.

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.

This readily brings to mind the Bureau of Ghana Languages in the development and promo­tion of our indigenous languages. However, the BGL which is the only government department mandated to write and publish books exclusively in the Ghanaian Languages as a way of promoting our indigenous languages is unable to deliver effectively because of understaffing, insufficient funds, inadequate logistics, among other pressing needs. Currently, the Bureau of Ghana Languages has been operating in 12 Ghanaian languages, namely, Akuapem Twi, Asante Twi, Dagaare, Dagba­ni, Dangme, Ewe, Ga, Gonja, Gurune, Kasem, Mfantse and Nzema. This notwithstanding, the once buoyant department engaged in the development and promo­tion of Ghanaian languages, is now a pale shadow of its former self.

The theme for this year’s commemoration of International Mother Language Day, “Languag­es matter: Silver Jubilee celebra­tion of International Mother Language Day” does not only celebrate the 25th anniversary of the day but also highlights the on­going efforts to promote linguistic diversity, safeguard endangered languages, and foster multilingual education. It encourages people worldwide to continue advocat­ing for the preservation of their mother tongues and work towards creating inclusive societies that embrace cultural diversity.

As we commemorate the silver jubilee of International Mother Language Day, let us feel proud of our indigenous languages. Undoubtedly, our languages are our identity and it is essential to revitalise them to guarantee the continuity and transmission of culture and heritage. The current language policy which mandates the use of Ghanaian languages to a limited extent needs to be reviewed to encourage the maxi­mum use of indigenous languages in our educational institutions and socio-economic lives.

As the government has com­menced the process of transform­ing education in Ghana, the issue of making Ghanaian languages mandatory subjects in the senior high schools should be seriously considered. This, arguably, will help equip the students who wish to become teachers in the imple­mentation of the use of Ghanaian languages as a medium of instruc­tion in the lower primary schools. The Bureau of Ghana Languages should be adequately resourced to deliver on its mandate by way of writing more Ghanaian languages books for use by schools and re­ducing more indigenous languages to writing.

This clarion call goes to the government, policymakers, 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 with the Bureau of Ghana Languages

 BY JOSEPH KOFI AVUNYRA