Many parents in Ghana have received the Minister of Education’s directive encouraging schools to use mother tongue instruction with feelings of trepidation, anxiety, and concern.
In the coming days, the Ghana Education Service (GES) will provide further clarification to help alleviate these fears.
But why is the Minister’s instruction not only valid but also necessary?
The Literacy Crisis
According to UNESCO, an alarming 70% of 10-year-olds in low- and middle-income countries (LMICs) cannot read a simple text. In Ghana, only 2% of Grade 2 pupils can read at grade level. Globally, nearly 40% of students are taught in languages they do not speak or understand, and many are expected to transition into learning in a second language without first mastering literacy in their own.
Language, Identity, and Cognitive Development
Kateryna Lut (2022) noted that language and society share a reciprocal relationship: language and culture shape how we think, perceive the world, and behave. For any society to thrive, language is an indispensable tool. Ghana cannot afford to sacrifice its rich linguistic heritage for the sake of global conformity.
Nelson Mandela beautifully expressed this truth: “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”
Neuroscientists emphasize that early or even late exposure to language learning strengthens neural connections, increases brain flexibility, and builds cognitive reserves that protect against age-related decline. Learning a second language enhances memory, problem-solving skills, and cultural understanding while opening doors to global opportunities. These are precisely the benefits the Minister’s directive seeks to unlock.
Why Mother Tongue Instruction Works
Teaching children in their mother tongues improves reading in their first language and supports literacy in a second language. After all, how can a child learn to read in a language they cannot speak?
For decades, we have started children off in English — a language many do not speak at home — and watched them struggle, often into adulthood, to overcome this foundational barrier. The most effective strategy is straightforward: teach children to speak, then read and write, in the language they already know.
From there, they can gradually acquire a second language, such as English, and transfer their literacy skills. Yet today, many children enter school fluent in their local language, only to be taught in a foreign one. This is not just a pedagogical misstep; it is a betrayal of justice and an affront to the right to education enshrined in the UN Charter.
A Vision for Bilingual Literacy
The Minister’s directive reinforces a powerful idea: children should first learn to read and write in the language they speak. As they gain confidence, they can then learn to communicate, read, and write in a second language. This approach doesn’t diminish English; it strengthens it. It ensures our children become not just literate but bilingual.
Surely, that is not too much to ask.
To truly advance mother tongue instruction, the GES must build interactive, inclusive classrooms that actively affirm students’ home languages. This is not merely a suggestion — it’s a proven strategy for improving literacy and learning outcomes.
Effective language learning can be achieved through interactive and engaging methods, including songs, games, rhymes, and group activities that build vocabulary, improve pronunciation, and boost fluency.
Utilizing authentic materials such as real-world texts, articles, books, and videos provides meaningful context and makes language learning relevant. Additionally, promoting multilingual inclusion by encouraging students to use their home languages and introducing vocabulary in both their home and target languages can help bridge understanding.
Structured peer collaboration and shared learning also deepen comprehension, allowing students to negotiate meaning together and further enhance their language skills.
The success of any mother tongue program depends on data. As Peter Drucker famously said, “If you can’t measure it, you can’t improve it.”
Sir William Thomson reinforced this by stating, “When you can measure what you are speaking about, and express it in numbers, you know something about it.” Continuous measurement — using simplified tools and managed at the district level — has the potential to transform teaching and learning practices. When educators effectively track progress, they can better support Mother Language Learners (MLs), refine instruction, and ensure that no child is left behind.
