Theory to Practice

The language of education is crucial to learners ’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana, because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system