Abstract:
study investigated the rationale behind the adoption of Ghanaian language as instructional language despite the laid down policy for English-only instruction at the Junior High School level. Factors such as the extent to which teachers use Ghanaian language as Language of Instruction (LOI), the effect of Ghanaian language as a medium of instruction on learning, students’ reaction to Ghanaian language instruction, and the association between educational qualification and the choice of language used by teachers were also explored. The study adopted an explanatory case study as the research design. Two cases - that is Odumase Roman Catholic Junior High School and Tainso Roman Catholic Junior High School were selected for the study. In all, 23 participants comprising 18 students and 6 teachers were selected through a purposive sampling procedure. Data were gathered through interviews, observations, focus group discussions, and document analysis. The thematic analysis procedure was used to analyse the data gathered from the respondents. The study revealed that factors that accounted for the use of Ghanaian language as LOI were the low proficiency of students, comprehension of lessons, and teachers’ willingness to deliver their lessons with ease. It was also found that Ghanaian language instruction ensures effective lesson delivery and student learning. Though Ghanaian language was found to be an effective LOI, students advocated for complementary use of English and Ghanaian languages in teaching and learning. Finally, the study revealed that the teachers’ educational qualification does not compel them to adopt English-only as LOI because they believed that for the best interest of the student, instruction in the local language is a necessity.
