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Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana

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  • Carter, Emma
  • Sabates, Ricardo
  • Rose, Pauline
  • Akyeampong, Kwame

Abstract

This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.

Suggested Citation

  • Carter, Emma & Sabates, Ricardo & Rose, Pauline & Akyeampong, Kwame, 2020. "Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana," International Journal of Educational Development, Elsevier, vol. 76(C).
    • Handle: RePEc:eee:injoed:v:76:y:2020:i:c:s0738059319306066
    DOI: 10.1016/j.ijedudev.2020.102195
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    References listed on IDEAS

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    1. Keiko Inoue & Emanuela di Gropello & Yesim Sayin Taylor & James Gresham, 2015. "Out-of-School Youth in Sub-Saharan Africa : A Policy Perspective," World Bank Publications - Books, The World Bank Group, number 21554.
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    4. Edward C. Norton & Hua Wang & Chunrong Ai, 2004. "Computing interaction effects and standard errors in logit and probit models," Stata Journal, StataCorp LP, vol. 4(2), pages 154-167, June.
    5. Piper, Benjamin & Zuilkowski, Stephanie Simmons & Kwayumba, Dunston & Oyanga, Arbogast, 2018. "Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics," International Journal of Educational Development, Elsevier, vol. 59(C), pages 110-127.
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    Cited by:

    1. Opare-Kumi, Jennifer, 2024. "English medium instruction in multilingual contexts: Empirical evidence from Ethiopia," International Journal of Educational Development, Elsevier, vol. 105(C).
    2. Kim, Janice H., 2022. "Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia," International Journal of Educational Development, Elsevier, vol. 94(C).
    3. Sabates, Ricardo & Carter, Emma & Stern, Jonathan M.B., 2021. "Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana," International Journal of Educational Development, Elsevier, vol. 82(C).
    4. van Pinxteren, Bert, 2022. "Language of instruction in education in Africa: How new questions help generate new answers," International Journal of Educational Development, Elsevier, vol. 88(C).

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