Use of local language in pre-tertiary schools: what Ghanaians must understand

By Ferdinand Ellis — Education blogger, Researcher and Curriculum Specialist

The Education Minister, Hon. Haruna Iddrisu, has directed that mother-tongue instruction be enforced at the foundational level. This article explains the minister’s stance, clarifies which grades the policy targets, summarises supporting research, and offers practical steps for implementation.

What the minister said and what it means

On 24 October 2025, at the launch of the Free Tertiary Education for Persons with Disabilities initiative at Accra College of Education, Education Minister Hon. Haruna Iddrisu directed the Ghana Education Service to enforce the use of mother-tongue instruction in basic schools. Media reports of his remarks state that the move aims to strengthen teaching and learning at the foundational level.

Public reporting has sometimes presented the announcement as an across-the-board shift to local languages for all pre-tertiary levels. A closer reading of the minister’s comments and subsequent clarifications indicates a narrower, staged intent. Officials have emphasised that the primary aim is to secure stronger comprehension at the early years where children are still forming language skills.

Who will be affected: preschool, upper primary, JHS and SHS

For clarity, the policy should be understood in three parts.

1. Preschool and early primary (foundational years)
   The government’s directive principally targets the earliest grades where learners benefit most from instruction in a familiar language. Research shows that mother-tongue use in preschool and the first years of primary school improves comprehension, attentiveness, and early literacy development.
2. Upper primary (multilingual transition classes)
   In upper primary the model proposed by language-in-education specialists is multilingual instruction. Teachers use both local languages and structured English input to scaffold pupils’ transition. This approach preserves local language skills while progressively building English proficiency needed for later grades. Ghana’s language policy discussions have long recognised this staged transition.
3. Junior and Senior High School (JHS and SHS)
   At JHS and SHS levels, English remains the primary medium of instruction because content complexity and national examinations require strong English academic language. The local language foundation should serve as a bridge to rigorous English instruction rather than a permanent substitute at secondary levels. This interpretation aligns with common international practice and existing Ghanaian policy proposals.

Why the decision is defensible in the literature

A growing body of international and local research supports mother-tongue instruction in the early years.

• Cognitive and literacy benefits. UNESCO and IIEP policy guidance stress that learners acquire conceptual understanding faster when taught first in a familiar language. Early mother-tongue instruction accelerates literacy skills and reduces the cognitive load of learning new content while also learning a new language.

• Local evidence from Ghana. Empirical studies of Ghanaian preschools and primary classrooms show parents and teachers often prefer mother-tongue use for young children and report better comprehension and classroom participation where it is used. These findings point to gains in readiness for English instruction later on.

• Policy coherence and gaps. Recent reviews of Ghana’s language-in-education policies find a policy rationale in favour of early mother-tongue use but also persistent gaps in implementation capacity, materials, and teacher training. The minister’s directive addresses the rationale; implementation will test whether the system can close those persistent gaps.

Practical suggestions for effective implementation

To turn the directive into improved classroom practice, the Ministry, GES, teacher educators and stakeholders should take these steps.

1. Clear, written policy and timeline
   Issue a formal language-in-education directive that specifies grade ranges, transition points, expected classroom language practices, and a realistic timeline for rollout. This will reduce confusion and conflicting media reports.
2. Teacher training and continuous professional development
   Deliver targeted in-service training for preschool and lower primary teachers in bilingual pedagogy, code-switching strategies, and scaffolded English teaching. Pre-service teacher training colleges must update syllabi to include practical modules on mother-tongue pedagogy. Evidence shows teacher capacity is decisive for success.
3. Curriculum materials and graded readers
   Produce and distribute storybooks, graded readers, lesson plans and assessment tools in Ghanaian languages for the foundational years. Partnerships with local publishers and educational NGOs can speed production. Materials must align with the national early grades curriculum.
4. Multilingual transition frameworks
   Define specific classroom practices for upper primary to manage the shift from mother tongue to English. For example, adopt a 60:40 model that gradually increases English input while keeping local language support for complex concepts. Monitor learning outcomes to adjust the pace.
5. Assessment and data systems
   Adapt formative and summative assessments to allow measurement of learning in both the mother tongue and in English during the transition years. Disaggregate data by language group and region to identify implementation bottlenecks.
6. Community engagement and sensitisation
   Launch public information campaigns to explain the staged policy and its benefits. Parents, traditional leaders and civil society must understand that mother-tongue instruction in early years aims to strengthen later English competence, not to replace it.
7. Resourcing and pilot programmes
   Start with well-designed pilot programmes across Ghana’s linguistic zones. Use pilots to refine materials, training and monitoring. Scale up only after pilots show consistent learning gains. This reduces risk and informs budgeting.

Risks and how to address them

Risk: inconsistent interpretation and sudden abrupt shifts could disrupt learning.
Response: communicate the staged model clearly, supply materials, and prioritize teacher support. Pilot evidence reduces the risk of unintended consequences.

Risk: shortage of teachers fluent in specific local languages.
Response: recruit teaching assistants from communities, use multilingual teacher teams, and invest in language training for current teachers.

Risk: perception that the policy weakens English instruction.
Response: publish transition plans and learning outcome targets showing how mother-tongue support improves later English performance. Cite local and international evidence.

Conclusion

Hon. Haruna Iddrisu’s directive to enforce mother-tongue instruction at the foundational level restates a policy direction that many language-in-education experts have recommended for Ghana. The best outcome will follow a staged model: strong mother-tongue use in preschool and early primary, carefully managed multilingual transition in upper primary, and English as the medium in JHS and SHS. Success depends on turning rhetoric into practice through clear policy, teacher training, materials, pilots and monitoring. If done well, the policy can strengthen both local language competence and long-term English academic skills.

Related links (internal)

• EducationGhana: Language and learning policy briefs
• EducationGhana: Teacher development and STS programme coverage

External authoritative sources

• Ghana News Agency. Teacher use of mother-tongue instruction now compulsory in schools.
• Graphic Online. Use of mother-tongue for teaching now compulsory in all basic schools.
• MyJoyOnline. GES directed to enforce mother-tongue instruction in schools.
• UNESCO IIEP. Language of instruction policy toolbox.
• Tackie-Ofosu. Mother tongue usage in Ghanaian preschools (ERIC).

References

Graphic Online. (2025, October 25). Use of mother tongue for teaching now compulsory in all basic schools — Education Minister. https://www.graphic.com.gh/news/education/use-of-mother-tongue-for-teaching-now-compulsory-in-all-basic-schools-education-minister.html.

Ghana News Agency. (2025, October 25). Teacher use of mother-tongue instruction now compulsory in schools. https://gna.org.gh/2025/10/teacher-use-of-mother-tongue-instruction-now-compulsory-in-schools/.

UNESCO IIEP. (2022). Language of instruction (Policy toolbox). https://policytoolbox.iiep.unesco.org/policy-option/language-of-instruction/.

Tackie-Ofosu, V. (2015). Mother tongue usage in Ghanaian pre-schools: Perceptions of parents and teachers (ERIC). https://files.eric.ed.gov/fulltext/EJ1086075.pdf.

Adjei, K., & Klu, K. E. (2018). An overview of the language-in-education policy in Ghana. [PDF].