University of Oulu

Language policy and planning : a comparative study on the implementation of language policy in the Northern Region and the Ashanti Region of Ghana

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Author: Abdul-Aziz, Mustapha1
Organizations: 1University of Oulu, Faculty of Education, Educational Sciences
Format: ebook
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 2.5 MB)
Pages: 74
Persistent link:
Language: English
Published: Oulu : M. Abdul-Aziz, 2022
Publish Date: 2022-06-03
Thesis type: Master's thesis
Tutor: Lehtomäki, Elina
Reviewer: Jäkel, Nils
Lehtomäki, Elina


This comparative study looks at the implementation of Ghana’s 2007 language in education policy between two linguistically distinct regions in Ghana, the Northern Region (NR) and the Ashanti Region (AR). The aim of the study was to find the reasons for gaps in the implementation of the policy. Therefore, to achieve this aim, 24 teachers from the two regions responded to a questionnaire on their Ghanaian language training, their Ghanaian language background, and their classroom students’ language composition. From these teachers, four participated in an interview to discuss their language policy implementation strategy and their motivations for the choice. The study found that fewer of the participating teachers in the Northern Region had Ghanaian language training in Dagbani (the approved language of NR) than their counterparts who had Ghanaian language training in Twi (the approved language in the AR). The study also showed that more teachers in AR were literate in Twi than there were teachers in NR who were literate in Dagbani. A further revelation in the study was that there was a greater match between students and teachers in AR than there was in NR. Another finding was that the language policy was not strictly adhered to. The study implied that there is a need for education on the advantages of early grade education in indigenous languages. It also implied that Ghana Education Service consider student-teacher language match when deploying teachers for service. Additionally, teachers view should be considered in the formulation of policies. A future enquiry into understanding the implementation language policy in multilingual classroom from varied perspectives, including that of parents, students, administrators, and the community at large will provide a more holistic outlook of language policies.

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Copyright information: © Mustapha Abdul-Aziz, 2022. Except otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC-BY 4.0) licence ( This means that reuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the author(s), permission may need to be directly from the respective right holders.