Ghana plans to remove English as a medium of instruction in schools.Africa would have done better scientifically with their mother tongue
|Posted by The Reunion Black Family on October 24, 2015 at 7:25 AM|
Ghana plans to remove English as a medium of instruction in schools.Africa would have done much better scientifically with their mother tongue.
The country’s Minister of Education, Prof. Jane Naana Opoku Agyemang, laid the blame mostly on the inability of the educated working class to develop the nation to the language used in teaching them in schools, GhanaWeb reported.
Prof. Agyeman, who was speaking at the Shared Prosperity on Forum on Friday said she was determined to push through the language policy at the highest level so that pupils can be taught in their mother tongue. She expressed confidence in that removing English as the medium of instruction would “change this country”.
The minister’s statement reportedly elicited loud cheers from the audience. The change in language policy has been up for discussion for some time but has never been aggressively pursued.
She made the example of a country like Korea which accelerated its development because of children being taught in their home language.
Earlier this year, Tanzania announced plans of its own to remove English as the medium of instruction in its schools.
Africa would have done much better scientifically and technologically with their mother tongue....By Ibo Tabo
Few whites in Africa but imposed their languages, culture
When Scotland gets independence from Britain, its language, namely Gaelic, native to Scotland, would be boosted by independence and adopted as the National Language. Africa after its freedom from Britain and French, killed off all it languages for English/French. How do you expect ingenuity with a foreign language? Africa would have done much better scientifically & technologically with their mother tongue
Few whites in Africa but imposed their languages, culture,etc on us,all over Africa which I did travelled our official languages are only European languages.The Africans who are in Europe they have no say on ANYTHING, in fact they are not welcome at all.
Look at this; in every African country TV or Radio news are delivered on European languages, have you ever heard a French TV or BBC-UK gave news using African language in these countries for the benefits of these Africans lives in these European countries? Please don’t get confuse and tell me about BBC Africa, I need a BBC TV for the UK people to give news by an African language for the Africans lives in the UK.
Yes I can’t ask someone to loves me if I don’t loves myself, I can’t ask someone to respect me if I don’t respect myself, and this is the really issue we are facing. Before we ask the news in the UK & Paris to be delivering in African languages for the dignity of the Africans who are there, we must make sure that it’s done in Africa first, but do you think with these kinds of minds like ours we can go any far?
You see what radical & Racists guys like Sarkozy say and do to the Africans; in the UK its clear not just on chauvinists parties like the famous BNP, EDL etc but now you Africa which our country is member of the so-called commonwealth country, you can’t just fly to London and visit. Remember that the sweat of your fathers is what built the ugly London or Paris. Remember that without the African minerals these cities could not be how they are and now they are breaking down to disrepair because the Africans blood is not coming as used to be.
Remember that many, many Africans perished on the WWII helping the French-English and saving them from killing each other Vs the Germans. So the Africans should have full right to live in any of these countries he wish, as he participated on everything plus he gave-up or was force to give-up many of his things for the Europeans culture.
Instead of this, now the Europeans open the doors for the polish, the roma, the Ukrainians etc to come and lives as they share the same colour of skin and they close the doors for the Africans...
Africa United http://www.reunionblackfamily.com/apps/blog/show/7132076-africa-would-have-done-much-better-scientifically-technologically-with-their-mother-tongue
"No Nation Can Rise Above The Level Of It's Women."0môwálé, Malcolm X
They experimented on the mental states of our women, it is our duty as men to gain knowledge of our creator and self, so we can restore them
"The slave maker knew that he couldn't make these people slaves until he first made them DUMB. And one of the best ways to make a man DUMB is to take his tongue, take his language. A man who can't talk, what do they call him? A DUMMY. Once your language is gone, you are a DUMMY. You can't communicate with people who are your relatives, you can never have access to information from your family—you just can't communicate.
Also, if you'll notice, the natural tongue that one speaks is referred to as one's MOTHER TONGUE—MOTHER TONGUE. And the natural intelligence that a person has before he goes to school is called mother wit. Not father wit—it's called MOTHER wit because everything a child knows before it gets to school, it learns from its MOTHER, not its father. And if it never goes to school, whatever native intelligence it has, it got it primarily from its MOTHER, not its father; so it's called mother wit. And the mother is also the one who teaches the child how to speak its language, so that the natural tongue is called the mother tongue. Whenever you find as many people as we who aren't able to speak any mother tongue, why, that's evidence right there something was done to our mother. Something had to have happened to her.
They had laws in those days that made it mandatory for a Black child to be taken from its mother as fast as that child was born. The mother never had a chance to rear it. The child would be brought up somewhere else away from the mother, so that the mother couldn't teach the child what she knew—about itself, about her past, about its heritage. It would have to grow up in complete darkness, knowing nothing about the land where it came from or the people that it came from. Not even about its own mother. There was no relationship between the Black child and its mother; it was against the law. And if the master would ever find any of those children who had any knowledge of its mother tongue, that child was put to death. They had to stamp out the language; they did it scientifically. If they found any one of them that could speak it, off went its head, or they would put it to death, they would kill it, in front of the mother, if necessary. This is history; this is how they took your language. You didn't lose it, it didn't evaporate—they took it with a scientific process, because they knew they had to take it to make you dumb, or into the dummy that you and I now are.
I read in some books where it said that some of the slave mothers would try and get tricky. In order to teach their child, who'd be off in another field somewhere, they themselves would be praying and they'd pray in a loud voice, and in their own language. The child in the distant field would hear his mother's voice, and he'd learn how to pray in the same way; and in learning how to pray, he'd pick up on some of the language. And the master found that this was being done, and immediately he stepped up his efforts to kill all the little children that were benefiting from this. And so it became against the law even for the slave to be caught praying in his tongue, if he knew it. It was against the law. You've heard some of the people say they had to pray with their heads in a bucket. Well, they weren't praying to the Jesus that they're praying to now. The white man will let you call on that Jesus all day long; in fact he'll make it possible for you to call on him. If you were calling on somebody else, then he'd have more fear of it. Your calling on that somebody else in that other language—that causes him a bit of fear, a bit of fright.[...]
For three hundred years we stayed at that level. Finally we got to where we had no language, no history, no name. The white man named us after himself—Jones, Smith, Johnson, Bunche, and names like those. [Laughter] We couldn't speak our own language; we had none. And he then began to teach us that we came from a jungle, where the people had no language. This was the crime that was committed—he convinced us that our people back home were savages and animals in the jungle, and the reason we couldn't talk was because we never had a language. And we grew up thinking that we never had one."
Omôwálé, Malcolm X
The role of colonial language in creating the image of a savage continent.
Tanzania to ditch English as medium of instruction in public schools
In an audacious move that is to revolutionise Tanzania's primary and secondary education, the country's Ministry of Education and Vocational Training has decided to ditch English as the medium of instruction in its schools.
The brazen new policy will see Kiswahili become the new lingua franca in Tanzania schools, discarding English as medium of instruction.
The changes were launched by President Jakaya Kikwete on Saturday and include:
Extending basic education from seven years to eleven
Abolishing national examinations for primary school leavers
Free education at primary and secondary levels
Kiswahili to replace English as medium of instruction
According to the Permanent Secretary in the Ministry of Education and Vocational Training, Prof Sifuni Mchome, the new education system will incorporate vocational education in the basic education syllabus so that students who do not make it to Form Five have skills to contribute to the development of the country.
But extensive preparations will have to be implemented before the language change takes effect, meaning it could be decades before Kiswahili is fully established in schools.
Children learn better in their mother tongue
UNESCO has encouraged mother tongue instruction in primary education since 1953 (UNESCO, 1953) and UNESCO highlights the advantages of mother tongue education right from the start: children are more likely to enroll and succeed in school (Kosonen, 2005); parents are more likely to communicate with teachers and participate in their children’s learning (Benson, 2002); girls and rural children with less exposure to a dominant language stay in school longer and repeat grades less often (Hovens, 2002; UNESCO Bangkok, 2005); and children in multilingual education tend to develop better thinking skills compared to their monolingual peers (e.g., Bialystok, 2001; Cummins, 2000; King & Mackey, 2007).
Some educators argue that only those countries where the student’s first language is the language of instruction are likely to achieve the goals of Education for All. Research also suggests that engaging marginalized children in school through mother-tongue based, multilingual education (MTB-MLE) is a successful model (Benson & Kosonen, 2013; Yiakoumetti, 2012). We are beginning to get answers to some key questions: Under what circumstances and with what resources can education in the mother-tongue combined with multilingual education be an effective approach whereby children become proficient in their home language while laying the foundation for learning in additional languages? What are the costs and benefits of alternative approaches directed at the individual, family, community, school, region, and nation? What are meaningful yet efficient ways to measure costs and benefits? What are the implications of MTB-MLE for recruiting, educating, and mentoring teachers and teacher assistants and for creating and evaluating curricula in diverse language classrooms? What are the contributions of family and community in formal and non-formal MTB-MLE, and how can these be measured?