Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana |
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| Institution: | 1. University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge, UK;2. University of Sussex, Department of Education, Falmer, BN1 9RH, Sussex, UK;1. Banco de la República, Bogotá, Colombia;2. Banco de la República, Cartagena, Colombia;3. Departamento Nacional de Planeación, Colombia;4. Ministerio de Educación Nacional, Colombia;1. Tel Aviv University, Israel;2. Department of Education, University of Oxford, UK;1. Department of Sociology, University of Toronto, United States;2. Department of Sociology, University of California, Santa Cruz, United States |
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| Abstract: | This 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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| Keywords: | Mother tongue Alternative education Out of school Literacy Ghana |
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