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MARC 21

Language policy and instructional practice dichotomy : the case of primary schools in Ghana.
Tag	Description
001	$ 73784
013	$aUPS BIBL CENTR SL-II-650
035	$a399535
100	$aDAVIS, E.
245	$aLanguage policy and instructional practice dichotomy :$bthe case of primary schools in Ghana.$hParte componente di periodico
300	$app. 341-347
500	$aEstratto da: International Journal of Educational Research 2012, 53
520	$a"Clear grounding in a location gives us the confidence to engage with knowledge from other locations as we deconstruct and reconstruct them with our purposes" (Canagarajah, 2005, p. 15). This quote serves the basis of what this paper presents on language policy and pedagogical practices in Ghana. Language plays an important role in pedagogy, it is the medium through which concepts are thought, learned and also assessed. The use of foreign language as a medium of instruction in multilingual classroom is often characterized by a number of challenges. This paper reports of a study which sort to explore headteachers' and teachers' knowledge about the Ghanaian medium of instruction policy and how this policy is being applied in Ghanaian schools. Interviews were carried out with 10 headteachers selected from 10 schools. Qualitative analysis of the results revealed what appeared to be gaps between what the policy says and what the research participants do in their schools. Implication for these gaps between policy and practice on students' learning outcomes is discussed to inform future policies in Ghana and other Sub-Saharan Africa that have similar situation as in Ghana.
653	$aRICERCA.
655	$aPOLITICA.$2local
655	$aSISTEMA SCOLASTICO.$2local
655	$aGHANA.$2local
655	$aAFRICA.$2local
655	$aLINGUE.$2local
655	$aSCUOLA.$2local
655	$aFORMAZIONE.$2local
658	$aPedagogico.
740	$aInternational Journal of Educational Research 2012, 53.
856	$uhttp://www.sciencedirect.com/science/article/pii/S0883035512000389