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Author: David Balwanz
Publisher: World Bank Publications
Published: 2013-12-11
Total Pages: 185
ISBN-13: 1464801002
DOWNLOAD EBOOKExpansion of basic education in Ghana was unprecedented and brought the country to the forefront in education in Africa. The report provides analysis, lessons and policy options to developing a post-MDG strategic agenda for basic education.
Author: Philomena Osseo-Asare
Publisher: Routledge
Published: 2021-03-15
Total Pages: 159
ISBN-13: 1000363317
DOWNLOAD EBOOKThis text critically examines changes in Ghanaian language and literacy policy following independence in 1957 to consider its impacts on early literacy teaching. By adopting a postcolonial theoretical perspective, the text interrogates the logic behind policy changes which have prioritised English, local language, or biliteracy. It draws on data from interviews with teachers and researcher observation to demonstrate how policies have influenced teaching and learning. Dr Osseo-Asare’s findings inform the development of a conceptual framework which highlights the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering solutions to help teachers combat the challenges of frequent policy changes. This timely monograph will prove to be an essential resource not only for researchers working on education policies, teacher education, and English-language learning in postcolonial Ghana but also for those looking to identify the thematic and methodological nuances of studying literacy and education in postcolonial contexts.
Author: Colin Reilly
Publisher: Taylor & Francis
Published: 2023-11-30
Total Pages: 320
ISBN-13: 1000998088
DOWNLOAD EBOOKThis edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in SSA. Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national, and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy. An insightful collection that will be of great interest to academics, researchers, and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.
Author: Irving Kaplan
Publisher:
Published: 1971
Total Pages: 468
ISBN-13:
DOWNLOAD EBOOKAuthor: Anna Cottrell
Publisher: African Books Collective
Published: 2013
Total Pages: 98
ISBN-13: 9964701535
DOWNLOAD EBOOKRecorded on location in the Volta Region in Ghana in 2006-07, these stories are the result of collaboration between Anna Cottrell and Agbotadua Togbi Kumassah. Agbotadua Togbi Kumassah translated the Ewe stories into English and Anna Cottrell has retold them in contemporary English for the wider European market. This edition presents the 24 stories in their original form for the Ghanian market.
Author: Elizabeth J. Erling
Publisher: Routledge
Published: 2021-07-01
Total Pages: 287
ISBN-13: 1000379477
DOWNLOAD EBOOKThis edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.
Author: Kagendo Mutua
Publisher: IAP
Published: 2006-08-01
Total Pages: 336
ISBN-13: 1607528029
DOWNLOAD EBOOKIn this Third Volume of the series, Research on Education in Africa, the Caribbean and the Middle East, the volume continues with the previously established overarching purpose of publishing chapters that are based upon research conducted in those regions by scholars, many of whom are indigenous to the regions they write about and are, therefore, able to provide cultural insights about relevant issues, as well as nonindigenous scholars who have conducted their studies in countries within the regions or about those regions. This mixture of indigenous scholarship offering emic perspectives and outside scholarship offering etic perspectives continues to be a relative strength and uniqueness of this book series. In addition, several chapters in the current volume constitute collaborations between the authors etic and emic to the contexts about which they write. This bifocality in the gaze cast upon issues covered in this book series has been well received by readers of earlier volumes of the series.
Author: C.K. Graham
Publisher: Routledge
Published: 2013-01-11
Total Pages: 233
ISBN-13: 1136268197
DOWNLOAD EBOOKPublished in the year 1971, The History of Education in Ghana is a valuable contribution to the field of History.
Author: Betty Grace Stein George
Publisher:
Published: 1976
Total Pages: 302
ISBN-13:
DOWNLOAD EBOOKAuthor: Eric Enongene Ekembe
Publisher: Springer Nature
Published: 2023-02-13
Total Pages: 302
ISBN-13: 3031143108
DOWNLOAD EBOOKThis book is about the policy-practice praxis in English language education, and draws on research from a diverse range of under-explored international settings to showcase the importance of contextual realities on how policy and practice interact. The case studies covered in the volume come from five continents (Africa, Europe, Asia, and South and North America) and cover 11 countries in total. The authors cover a wide range of themes and identify a number of issues at the interface between policy and practice. In some cases they also highlight local initiatives for navigating these issues, providing contextually-grounded guidance and experience which will be of use to teachers and teacher trainers in other settings. This book will be of interest to policy makers, EMI researchers, ELT practitioners, teacher trainers and trainees, and the broader Applied Linguistics research community.
