SPEAKING THE FUTURE INTO BEING: WHY I BELIEVE GHANA MUST USE TWI (OR LOCAL DIALECTS) IN Our BASIC SCHOOLS AS A MEDIUM OF INSTRUCTION

 

SPEAKING THE FUTURE INTO BEING: WHY I BELIEVE GHANA MUST USE TWI (OR LOCAL DIALECTS) IN OUR BASIC SCHOOLS AS A MEDIUM OF INSTRUCTION. 

By Honeybrowne Okaakyire, B.Ed.

I have long believed that language is not just a means of communication;  it is the soul of a people. It is our culture, our history, our worldview, our values, and our identity wrapped in sound. Yet, here we are in Ghana, allowing the very core of our identity to fade into the background in our own classrooms. I cannot understand why we have somehow accepted a reality where our children begin their educational journey in a language that is foreign to them-English, and are expected to learn, think, and express themselves in it before they have even mastered their own mother tongue.

To me, this is not just a matter of convenience or international relevance; it is a question of identity, cognitive development, and national progress. I am convinced that Ghana must officially adopt our local dialects; particularly Akuapem, Asante, and Fante, Ewe, Fante, Ga, Nzema, Dagomba, among others, variants), as the primary medium of instruction in our basic schools.

THE CURRENT SITUATION IN GHANA'S EDUCATION SYSTEM 

From my observation and experience as an educator, according to the Ghana Education Service (GES) policy, local languages are to be used as the medium of instruction from Kindergarten to Primary 3, after which English becomes the main language of instruction. But in practice, I see many schools especially in urban areas, skip the local language component entirely, preferring English from day one because it is seen as more “prestigious” or “modern.” Is this our identity? 

I have watched this trend put a large number of Ghanaian children at an immediate disadvantage. Imagine being six years old, starting school for the first time, and being told to learn Mathematics, Science, and Social Studies in a language you barely understand. This is the reality I see for millions of Ghanaian children whose first and most natural language is Twi or another local dialect.

A 2018 report by UNESCO on language and education found that children who receive early education in their mother tongue have a 30–50% higher chance of performing well academically in later years. Ghana’s own 2016 EGRA (Early Grade Reading Assessment) revealed that over 80% of Basic 2 pupils could not read with comprehension in English. I do not believe the problem is that our children are incapable; the problem is that we are asking them to run before they can walk, to think in a language they haven’t yet learned.

WHY TWI (LOCAL DIALECTS) IN BASIC SCHOOLS IS CRUCIAL 

1. Cognitive Development and Understanding : I have seen that children learn best when they understand the language of instruction. Twi, being a widely spoken language in Ghana (spoken by over 9 million people, roughly one-third of the population), offers an immediate connection between home and school. When a child hears “Guare anwummerɛ” (“Take your bath in the evening”) or “Fa nkoma no kɔma ɔkyeame no” (“Take the letter to the spokesperson”), the meaning is instantly clear. This clarity builds confidence, encourages participation, and strengthens comprehension.

In contrast, giving instructions in English : “Take your bath” or “Give the letter to the spokesperson”- to a child who is still translating the meaning in their head slows learning and causes unnecessary frustration.

2. Cultural Preservation : I cannot ignore that every time we replace a Twi proverb with an English one in the classroom, we lose a piece of our cultural identity. Our proverbs, idioms, and oral traditions are not just decorative language; they carry deep moral, philosophical, and historical truths. For example, “Se wo werɛ fi na wosankɔfa a, yenkyi” (“It is not wrong to go back for what you have forgotten”) is not just a saying-it’s a philosophy of learning from the past. I believe that teaching in Twi of local dialects ensure these values remain alive and relevant.

3. Academic Excellence Through Familiarity : When I look at Finland, hear of Finland which is often ranked as having one of the best education systems in the world, I notice they teach their children in Finnish from kindergarten all the way up. Japan, South Korea, and China also use their native languages in education. These countries are not less global because they do not use English; in fact, they are more confident in their own identity and often outperform English-speaking countries in international tests. If Finland can lead global education rankings using Finnish (spoken by only about 5 million people), I believe Ghana can do the same with Twi and other local dialects 

4. Bridging the Rural–Urban Gap : From my interactions in rural Ghana, where Twi and other local dialects dominate, I have seen children who are suddenly plunged into English instruction fall behind their urban peers who may have had more exposure to English at home. Using Twi and other local dialects in early education would give rural children a fair start, reducing inequality in the long term.

5. Better Teacher-Student Engagement : I have noticed that many teachers themselves are more expressive and natural when teaching in Twi and other local dialects. A science teacher explaining photosynthesis in Twi might say: “Nsuo ne owia hann na ɛboa dua ma ɛtumi yɛ n'adwuma, na anya ahoɔden anyini” (“Water and sunlight help the plant to work, hence, its growth.”). The imagery becomes vivid in the child’s mind, and the science sticks. I have seen this happen repeatedly in classrooms. This is not possible when both the teacher and pupils are struggling with a borrowed language in the classroom setting.

Scenarios That Show the Urgency

Scenario 1: The Mathematics Struggle

I once observed Abena Pomaa, a Primary 3 pupil in a rural community in Kumasi, who knew how to share fithteen mangoes among her two siblings at home. But in school, the Maths teacher said: “If you divide fithteen by three, how many do you get each?” Abena Pomaa froze. The words “divide” and “how many do you get each” were unfamiliar. If the teacher had asked in Twi: “Sɛ wo nuanom abien ka wo ho na morekyɛ mango dunum a, dodow ahe na obiara benya?” I am sure Abena would have instantly understood and answered confidently.

Scenario 2: The Science Lesson

I also remember Kofi Boadi, in Basic 2, learning about the human body. The English textbook said: “The heart pumps blood throughout the body.” In Twi, the teacher could say: “Akoma no na ɛtwe mogya kɔ baabibiara a ɛhia wɔ nipadua mu.” Kofi Boadi not only understood the function but also visualized it in the context of things he knew from home. I could see how the concept stuck in his mind.

Statistical Backing

UNESCO (2018): Mother-tongue instruction increases literacy rates and learning speed by 30–50%.

World Bank (2015): Sub-Saharan African countries that implemented local language instruction in early education saw up to 20% higher literacy rates in rural areas.

Ghana’s EGRA (2016): 80% of Basic 2 pupils could not read in English; pupils in mother-tongue programs performed significantly better.

The Prestige Barrier: Why We Resist Twi in Schools : I have seen a dangerous myth in Ghana that English equals intelligence and opportunity. Parents proudly say, “My child speaks only English,” without realizing they may be weakening their child’s connection to culture and even slowing academic growth in the early years.

From my perspective as a language teacher, learning in Twi first does not stop a child from mastering English later. In fact, it makes it easier. Studies show that children who first master literacy in their mother tongue transfer those skills to a second language more quickly, more faster and conveniently.

LESSONS FROM DEVELOPED COUNTRIES 

Japan: All subjects taught in Japanese; English is taught as a foreign language from Grade 5. Japan is still a global technology leader.

Finland: Finnish and Swedish are used in schools; English is introduced later but fluently mastered.

France: French is used universally in education. Even former colonies in Africa were pushed to maintain French as a unifying identity.

China: Mandarin is the sole medium in schools. Despite not using English, China produces some of the best engineers, scientists, and entrepreneurs.

Italy : In Italy’s basic schools, Italian is the primary medium of instruction, though regional languages like Sicilian or Sardinian may be taught. Foreign languages, especially English, are introduced gradually to enhance communication skills.

I strongly believe that if these countries can maintain global relevance while educating their youth in their own languages, Ghana can too.

How Ghana Can Implement Twi or local dialects in Basic Education

1. Policy Enforcement: I believe Twi should be made the official medium of instruction from Kindergarten to Primary 6 in regions where it is the dominant language, with other local languages used in other regions.

2. Curriculum Development: We must create textbooks and teaching materials in Twi and other local dialects.

3. Teacher Training: We should equip teachers with pedagogical tools to teach effectively in Twi.

4. Parental Engagement: We should run public campaigns to change the mindset that English-only education is superior.

5. Gradual Transition to English: English can be introduced formally as a subject from Basic 4, increasing exposure until it becomes the medium in secondary school.

POTENTIAL CHALLENGES 

 Language Diversity: Ghana has over 80 languages. However, Twi is widely spoken in most parts, and similar strategies can be applied to other dominant regional languages like Ewe, Ga, Dagbani, and Nzema.

Textbook Costs: I know the initial investment in translation and printing will be high but it will pay off in better learning outcomes.

Mindset Shift: This is perhaps the biggest barrier, but with strong government and media campaigns, I believe change is possible.

In a nutshell, owning Our Tongue means we're owning Our Future

I cannot keep telling our children that their future depends on mastering a language that is not theirs while neglecting the one that carries their history, wisdom, and soul. English is important, yes, it connects us globally. But Twi connects us to ourselves.

If we truly want to build a confident, intelligent, and innovative generation, we must start where they are; in the language they dream in, laugh in, and think in. We must teach them in Twi, not because we reject English but because we refuse to reject ourselves.

Like the Akan proverb says:

“Sɛ onipa ho som ne bo a, na ɛyɛ ampa.”

(“If a person values themselves, then they are truly valuable.”)

I say let us value ourselves. Let us value our language. Let us give Ghana’s children the gift of learning in the language of their hearts.