ABSTRACT

This paper explores, at the micro level, the sociolinguistic backgrounds of teacher trainees in a College of Education in Accra and their perceptions toward Ghana’s current language-in-education policy. It aims at finding how these micro-level sociolinguistic insights could provide suggestions for language-in-education policies at the macro level. This paper argues that the disparities between policy and practice that have occurred in language-in-education policy partly stem from the possible neglect of the multilingual realities of Ghana in the formulation and implementation of the policies. Being a multilingual country, the recognition of a need for a language (or languages) of communication, and a need to select one or more languages for official purposes are crucial in the language planning activities. The linguistic backgrounds of the teacher trainees and their repertoires illustrate the high level of bilingualism and multilingualism in the country. Although a preliminary survey, we propose a flexible bilingual language-in-education policy to address the linguistic complexities of Ghana. We suggest a bottom-up approach for soliciting inputs toward a macro-level policy.

摘要

本文从微观层面探讨了阿克拉教育学院的受训教师的社会语言背景，以及他们对加纳目前的教育语言政策的看法。它旨在发现这些微观社会语言学的见解如何为宏观层面的教育语言政策提供建议。本文认为，教育语言政策中政策与实践之间的差异部分是由于加纳在制定和实施政策时可能会忽略多语种现实。作为一个多语言国家，在语言规划活动中，至关重要的是要认识到一种或多种交流语言的需求，以及为公务目的选择一种或多种语言的需求。教师培训生的语言背景及其曲目说明了该国双语和多语制的高水平。尽管是一项初步调查，但我们提出了一种灵活的双语教育语言政策，以解决加纳的语言复杂性。我们建议采用自下而上的方法来向宏观政策征求意见。