Enhancing reading skills in the early primary grades is a key education priority for the United States Agency for International Development (USAID). Despite some improvements in access and learning in sub-Saharan Africa, literacy levels in the early grades remain low and progress has been slow. As such, efforts to improve the quality of teaching and learning in the early grades have led to an increased focus on the role of the language of instruction (LOI). Recent research has demonstrated that mismatches between the LOI and the language that students and teachers speak and understand best can hamper effective teaching and learning (University Research Co., 2019). Thus, it is critical to understand the LOI policy and linguistic context of a country when trying to improve learning outcomes in the early grades, as this can be a potential barrier to gains in literacy and learning outcomes.
Currently, USAID supports Early Grade Reading (EGR) initiatives in 19 countries across sub-Saharan Africa. Many policies in these countries have recently shifted toward adopting the LOI spoken at home (LOI1) as the language for initial literacy acquisition, and then transitioning to a second or additional language, such as a regional, national, or international language, as the subsequent language of instruction (LOI2).
Government policies and strategies related to teachers and LOI reflect country priorities, approaches, and objectives for early grade literacy, and thus are crucial to the design of programs that are effectively aligned with country literacy aims and approaches. During the design phase of donorfunded reading programs, decisions are made regarding the manner and extent to which national policies are incorporated into project design, and when alternative approaches or additional elements need to be considered. However, government policies on LOI, and other information relevant for informing design, are often difficult to find and are not easily accessible.
The LOI country profiles aim to address this need. The profiles will allow the USAID Africa Bureau, USAID Missions, and partner organizations to quickly understand the country’s linguistic and policy context in order to design an approach that most effectively helps improve EGR outcomes.These profiles, designed for 18 of the countries with current or upcoming USAID EGR initiatives, aim to clearly and succinctly describe and illustrate the country’s linguistic landscape and official LOI policy.This country profile in particular provides information on language policy and practice in Ghana.