The Ministry of Education’s recent comments about using Ghanaian languages from KG1 to Primary 3 have sparked national interest. Although the policy is not yet approved, it has reopened an important conversation about how children learn in the early years.
Global evidence consistently shows that children learn better when early instruction happens in a language they understand. UNESCO’s Global Education Monitoring Policy Paper “If you don’t understand, how can you learn?” highlights how familiar language boosts comprehension, participation, and confidence:
For Ghana, this could strengthen early literacy, build confidence, and make learning more accessible especially for rural learners. Local evidence also shows that children grasp concepts faster when teaching connects to their own language and culture.
Here’s what a mother-tongue approach could mean if eventually introduced:
1. Changes in Early-Grade Teaching
Kindergarten to primary three lessons would shift to the dominant language of each community, shaping how teachers explain concepts and how children interact in class.
2. Greater Support for Teachers
The success of any language of instruction policy depends heavily on teachers. Many are not yet trained to teach reading and writing in Ghanaian languages. The World Bank’s “Loud and Clear” report shows countries succeed with this when teachers are well prepared and countries that succeed with mother-tongue instruction invest heavily in teacher preparation and continuous training.
For Ghana, this means revisiting teacher education curricula, providing in-service training, and ensuring teachers are posted to communities where they can use the local language effectively.
3. More Learning Materials
A mother tongue policy can only work if schools have the right materials in the right languages. This means producing early-grade textbooks, storybooks, phonics materials, and assessments that match the languages used in class. Some languages already have resources, but others will need new materials developed and supplied consistently across districts, including rural areas.
4. Clear Guidance for Cities
Urban classrooms are multilingual, and many children do not share the same home language. Any national policy would need simple, practical guidelines on how urban schools choose an instructional language, whether based on the community, the majority language, or a standard district choice so that no learner is left out.
5. A Smooth Transition After Primary 3
If English becomes the main medium again from Primary 4, Ghana will need a clear transition plan. Learners would benefit from gradual exposure to more English in Primary 3, bridging materials, and teacher support to help them shift without losing confidence or understanding
If implemented thoughtfully, the proposal could:
- Raise early literacy rates
- Support more inclusive and culturally grounded classrooms
- Improve outcomes for rural learners and girls
- Strengthen parent engagement in early learning
Key issues that would need attention include:
- Teacher language proficiency gaps
- Inconsistent availability of learning materials
- Equity concerns for smaller language groups
- Complexity of multilingual urban environments
- Monitoring and evaluating the impact of the shift
The Bottom Line
The proposed mother-tongue policy has re-opened an important national conversation about how children learn in their earliest years. If eventually adopted, it could strengthen foundational education in Ghana but only with teacher support, adequate resources, and a deliberate rollout plan.
No matter the final decision, the ongoing debate underscores a vital truth: language shapes how children learn, participate, and experience school. This is an opportunity for Ghana to rethink how early education can become more inclusive, more effective, and more aligned with the realities of its learners.
