This text critically examines changes in Ghanaian language and literacy policy following independence in 1957 to consider its impacts on early literacy teaching and will prove to be an essential resource for researchers working on education policies, teacher education and English-language learning in postcolonial Ghana.
This text critically examines changes in Ghanaian language and literacy policy following independence in 1957 to consider its impacts on early literacy teaching and will prove to be an essential resource for researchers working on education policies, teacher education and English-language learning in postcolonial Ghana.
Philomena Osseo-Asare recently completed her PhD in the Department of Education at the University of Sheffield, UK.
Inhaltsangabe
1. An Introduction to Language and Literacy Policy in Ghana 2. British Colonialism and Policy Since Independence (1957): Impacts on Teaching Practices 3. Life History as a Research Methodology 4. Meet the Teachers: Professional and Personal Stories 5. English-only, Local Language, and Biliteracy Policies Since 1957: Impacts on Teaching Practices 6. Synthesis of Findings: Challenges for Teachers and Recommendations for Policy
1. An Introduction to Language and Literacy Policy in Ghana 2. British Colonialism and Policy Since Independence (1957): Impacts on Teaching Practices 3. Life History as a Research Methodology 4. Meet the Teachers: Professional and Personal Stories 5. English-only, Local Language, and Biliteracy Policies Since 1957: Impacts on Teaching Practices 6. Synthesis of Findings: Challenges for Teachers and Recommendations for Policy
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