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Advances in Social Sciences Research Journal – Vol. 8, No. 5

Publication Date: May 25, 2021

DOI:10.14738/assrj.85.10202.

Kwao, A., Torto, G., Ackah-Jnr, F. R., & John, A. (2021). Speak English, Don’t Speak Vernacular. Language Culture and Practice, and

Policy Implications in Schools. Advances in Social Sciences Research Journal, 8(5). 617-629.

Services for Science and Education – United Kingdom

Speak English, Don’t Speak Vernacular. Language Culture and

Practice, and Policy Implications in Schools

Alex Kwao

Gertrude Torto

Ackah-Jnr, F. R.

Appiah John

ABSTRACT

Compulsory adoption of language culture appears to heighten controversy and

tension in schools. This phenomenon seems like a ‘dilemma’ judging from the way

of policy and practice in schools. Language culture at the foundation stages seems

to be strictly monolingual in some schools contrary to the dynamics of the education

curriculum. This indeed seems to be a cultural idiosyncrasy that underpins cultural

practices in some schools. Ghana Education Service recommends the speaking of

English as medium of instruction at the early stages in schools, and so, English as

official language is largely used at the foundation level. This investigation is looking

at how a holistic approach could create a greater impart rather than applying a

’restrictionist’ theory in a school. This adherence calls for inquiry into ‘Speak

English don’t speak vernacular in the school.’ The study employs a qualitative case

study for the textual analysis. Two language teachers from ‘Kikako’ M.A. primary

school in the Central region of Ghana were selected for the study. In-depth interview

was the main instrument used. Analysis of data was by thematic sequencing using

discursive, narrative and interpretive paradigms. The realisation of the study was

that, the use of English only in schools was a controversial practice. Claims were that

the use of vernacular also provided emergent and integrated literacy, which

enhanced communication networking in the classrooms and school activities. It is

absolutely useful to adopt English and vernacular in the school curriculum.

Keywords: Language culture, policy implications, English, vernacular.

INTRODUCTION

Language culture is perceived much more than the external expression and communication of

internal thoughts in schools. It is formulated independently according to the context in which

it occurs. In demonstrating the inadequacy and inappropriateness of such a view of language,

observations have been made on how children’s language or vernacular has intimately been

affected in school life due to compulsory adoption of only a particular language in all forms of

the school’s activities. This argument is instigated by a monolingual factor, thus, the use of

English-only discourse in school. An absolute denial of language use against other potential

languages in vernacular is seen as a threat to linguistic values (Benson, 2000).

At the foundation stages of the Ghanaian child, language is transmitted culturally. It is learned

and also taught, when parents, for example, deliberately encourage their children to talk and to

respond to communications, and the correct use of language structure to widen vocabulary. The

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 5, May-2021

Services for Science and Education – United Kingdom

underlining factors denote that, children largely acquire their first language by ‘grammar

construction’ from exposure to a random collection of utterances and interactions that they

encounter. What is classed as language usage in schools is the blending that relates to second- language acquisition and the pupils’ first language directed towards emergent literacy.

This development takes both formal and informal features. By this, language is used for routine

purposes such as in games, entertainments and outreach programmes. Another dimension

language takes mostly in the classrooms is; reading and writing, the study of literature,

formal grammar, alleged nuances of standards of correctness and integrated links with other

subjects. What goes under the concept of language usage at the foundation stages at school

presupposes and relies on the prior knowledge of a first language in its basic vocabulary and

essential structure acquired before school age (Taylor, & Sorenson, 1961). Therefore, if the use

of vernacular is dramatically opposed and restricted its worthiness automatically affects the

school curriculum in many ways.

Understanding of how to mitigate this language barrier or controversy is becoming increasingly

important for stakeholders in Ghana’s education. This is because language barriers adversely

appear to affect children in their access to adequate information in schools and their immediate

environment. Invariably, comprehension, adherence and quality language curriculum are

important for the universal development of children’s personality. Just as National Literacy

Accelerated Programme in Ghana (NALAP) (2009) made provision for English and Vernacular,

National Language Policy promulgated the use of English only as the medium of instruction at

all levels of schooling. This underpinning rather engenders some mixed-feelings among

stakeholders. From the policy perspectives and notions carried out, most parents and school

administrators/proprietors assertions suggest that children would rather be advantaged when

English is largely used in schools. This debate raises unstable guidelines which result in cultural

ramifications in schools. These matters constitute the prima facie of the investigation upon

which this paper interrogates actions in a school’s environment pertaining to this ‘restricted’

phenomenon, thus, ‘speak English, don’t speak vernacular.’ Precisely, it is to examine the impact

assessment on a language culture in a school as part of our textual analysis.

CONTEXTUALIZING THE MAIN CONCEPTS

Language culture

A language culture is learned by many members of other speech communities for the sake of

access to the culture of which it is the vehicle (Ludi, 2013). With respect to communication, two

views emerged here. Example, one propounded by philosophers like John Locke and Bertrand

Russell, espouse that language is essentially for communicating thoughts. The other view claims

that language is part and parcel of thought, i.e. language plays cognitive, affective and

psychomotor functions.

Language culture in this context is one of the most important parts of any language. It is a way

by which people communicate with one another, build relationship, and create a sense of

community (Douglas, 2000). As language culture develops in schools, children put together

collective understandings through sounds. Overtime, these sounds and their implied meanings

become common place and language is formed. In such circumstances, children pick different

languages simultaneously either as common or unfamiliar language.

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Kwao, A., Torto, G., Ackah-Jnr, F. R., & John, A. (2021). Speak English, Don’t Speak Vernacular. Language Culture and Practice, and Policy Implications

in Schools. Advances in Social Sciences Research Journal, 8(5). 617-629.

URL: http://dx.doi.org/10.14738/assrj.85.10202

Language culture is therefore unique and facilitates learning experiences in schools. Its usage

can be articulated in ways such as monolingual, bi-lingual and multi-lingual. A language culture

in Ghana situates itself in English and vernacular and denotes a form of intercultural

communication and a symbolic process whereby social reality is constructed, maintained,

repaired and transformed. More importantly, it incorporates social functions and fosters

feelings of group identity and solidarity. In schools, it is imperative to know that language

culture is a power concept (Allison & vining, 1999). This is because it has the ability to

completely shape one’s personal identity and promoting cultural diversity.

By these assertions, appropriate language culture is significant for all learners in schools

because of its integrated dimensions that permeate all activities. In specific terms, the use of

English and Vernacular in schools are important communication tools for children’s language

acquisition skills. This notion is another school paradigm for curriculum enrichment and

expansion.

Policy implications

By policy implications, one needs to be sure of where policies come into play. It needs a setting

where any entity, organization or individuals’ responses to situation or methods to achieve

targets and which are important for them, without which the targets may not be achievable or

scaling up (Cummins, 2000). The science strategy requires a circumstance, certain tactics and

certain policies to achieve the target required. Tactics require roles and policies to regulate it

so that responses to circumstantial responses are hardwired through policy boundaries and

roles to achieve the targets. Contextually achieving targets in language culture will depend on

the dynamics of how monolingual, bi-lingual and multilingual modes are structured to enhance

literacy growth and development in schools. Literacy empowerment harnesses human

resource potential in diverse ways of children’s progress and therefore curriculum expansion

in language culture is required in schools.

English: The method of human communication, either spoken or written, consisting of the use

of words in a structured and conventional way (European Committee on Culture, 2006). To

those using English in certain parts of Europe, Australia, Canada or the USA, the language is

used as a mother-tongue, thus, the lingua-franca. The non- English speaking countries adapt it

as ‘foreign’ language. In some countries English has become a linguistic value and adopted as

official language over centuries and decades. English can be expressed informally according to

the nature of cultural distinctiveness and specifically for sign language within specific cultures

for particular purposes, values, norms and expectations. Contextually, English is ‘a study of the

official language in all Ghanaian schools.’

Language policy and practice in Ghana

Language, a part of culture, defines a group of people. Language is one of the avenues through

which a society’s culture is displayed thus, making it an integral part of the culture of a people

of a given society. In Ghana, there are over 70 indigenous languages (Bemile, 2000) all

stemming out of unique cultures. Ghana is therefore rich in diverse cultures, but it becomes a

huge issue when a language of instruction must be selected especially for the lower level of

education (foundations level). The reason is that, selecting a language for instruction out of the

many others may be misconstrued as upholding a language over others. At the same time, when

an unfamiliar language is selected for use as medium of instruction, it could spell doom for the