Examining the Effects of Various Language Policies in Ghanaian Educational System

The issue of an appropriate language policy has received prominent attention not only from professional linguists and educationist but also from national governments. In Africa, Asia, Europe, Latin America, North America and Australia, language policy issues have attracted keen interest from governments and their people. Through language, social groups are delimited, and the individual is reinforced, since by enabling him to interact with others, language also serves in the expression and development of his own personality (Dzameshie, 2003). It can be seen that language is important not only for interpersonal communication, but also for promoting group identity. Thus, ethnic as well as national solidarity and cohesion can be fostered by a judicious language policy. According to the Australian language and literacy Policy (1991), it is important to develop language policies that ensure the access of minority populations to prestigious forms of national standard languages and literacy’s while supporting the intergenerational retention of minority languages, both indigenous and foreign languages. This paper examined various language policies in Ghana and how they influence educational system. Data was collected through observation, interview and use of questionnaire. Analysis was done through discussion