Sustaining Literacy from Mother Tongue _Main Manuscript_EC_130120[1]KA[3].pdf (1.05 MB)
Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana
journal contribution
posted on 2023-06-09, 21:01 authored by Emma Carter, Ricardo Sabates, Pauline Rose, Kwame AkyeampongThis paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.
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Publication status
- Published
File Version
- Accepted version
Journal
International Journal of Educational DevelopmentISSN
0738-0593Publisher
ElsevierExternal DOI
Volume
76Article number
a102195Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2020-04-03First Open Access (FOA) Date
2021-11-14First Compliant Deposit (FCD) Date
2020-04-02Usage metrics
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