Living with negative attitudes towards the study of L1 in Ghanaian Senior High Schools (SHS)
DOI:
https://doi.org/10.4314/gjl.v3i2.19Keywords:
Linguistics, sociolinguistics, language attitudesAbstract
The study and use of indigenous African languages in education have been viewed unfavourably by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language (Andoh-Kumi1997). In 1994, the study of Ghanaian languages as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in considerably reduced enrolment of students who study Ghanaian languages. Students offered a Ghanaian language as part of their SHS programs accept it reluctantly. It is therefore important to investigate this phenomenon in the SHS. This qualitative study used semi-structured interviews and observations as data collection strategies to investigate the negative attitude of Ghanaians towards the study of L1 in the SHS, and how SHS students studying their L1 are coping with the negative attitude. The study also examines ways that the negative attitude towards the study of L1 in SHS can be changed.
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