Effects of Switching from Ghanaian Language to English Language as a Medium of Instruction in Sefwi-Wiawso Municipality

Ghana is implementing National Literacy Acceleration Program (NALAP) where children in kindergarten to grade three are required to have quality literacy materials, effective instruction, and public support to learn to read and write in their mother tongue and English. This study, therefore, assessed the effects of switching from Ghanaian Language to English Language as a medium of instruction among students in Wiawso Municipality in the Western North Region, Ghana. The population consists of all 60 students and 2 teachers in basic four; and all were purposively sampled. Semi-structured interview guide was used for the data collection. The data gathered were transcribed and coded, using descriptive coding methods, from which themes were generated to construct conceptual linkages. The study yielded three major findings: Students performed poorly academically and had lower class participation when taught using English language as the primary medium of instruction among basic four (4) students. The study also revealed that students and teachers had a positive attitude toward the use of English Language as the primary medium of instruction. As a result, it is recommended that basic four teachers should try as much as possible to blend Ghanaian language with English language at the initial stage until the majority of the students gain interest and confidence in the English language.