The Dilemma of Language in Education Policies in Ghana and Tanzania
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This paper examines language policies of Ghana and Tanzania (former BritishColonies) since independence. The view that language use in education is a problemfor African countries is evident in the ever changing language in education policiesin many African countries. Because of the inevitable multilingual situation inmany African countries, there are unavoidable challenges in their quest to adopta language policy that works for the entire country since it is not practical toadopt all the languages spoken in the country as Media of Instruction. Ghanais not immune to this challenge and has fallen victim to this tendency to changethe language in education policy from time to time in an attempt to adopt a satisfactorypolicy which would yield the intended results. Tanzania, however, is one of thefew African countries that have found a sustainable language in education policysince independence. Nonetheless, it has its fair share of challenges as a consequenceof the perceived competition between Kiswahili and English as official languages. The paper discusses the challenges that both Ghana and Tanzania face against the background of colonization. The paper also offers a discussion on possiblefuture perspectives for the two countries.
Abstract
This paper examines language policies of Ghana and Tanzania (former BritishColonies) since independence. The view that language use in education is a problemfor African countries is evident in the ever changing language in education policiesin many African countries. Because of the inevitable multilingual situation inmany African countries, there are unavoidable challenges in their quest to adopta language policy that works for the entire country since it is not practical toadopt all the languages spoken in the country as Media of Instruction. Ghanais not immune to this challenge and has fallen victim to this tendency to changethe language in education policy from time to time in an attempt to adopt a satisfactorypolicy which would yield the intended results. Tanzania, however, is one of thefew African countries that have found a sustainable language in education policysince independence. Nonetheless, it has its fair share of challenges as a consequenceof the perceived competition between Kiswahili and English as official languages. The paper discusses the challenges that both Ghana and Tanzania face against the background of colonization. The paper also offers a discussion on possiblefuture perspectives for the two countries.
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