KNUST GPE KIX Project Champions Local Language Teaching for Inclusive Education

Research shows that when schools integrate local languages and culturally relevant teaching methods, learners become more confident, more engaged, and better equipped to understand new concepts. These principles are at the core of the Culturally Responsive Teaching Practices on Social and Emotional Development in Diverse Early Childhood Classrooms in Ghana project, an initiative under the Kwame Nkrumah University of Science and Technology(KNUST), supported by the Global Partnership for Education Knowledge Innovation Exchange (GPE KIX), a joint venture with Canada’s International Development Research Centre (IDRC).

This commitment to strengthening early learning was the focus of discussions at the National Stakeholder Engagement in Accra, which brought together key stakeholders from government, academia, and civil society.

Opening the dialogue, Prof. George Kankam Boadu, Chairman of the Project Advisory Board (ADCM), made a strong case for promoting Ghanaian languages as a foundation for improved learning: “I find the use of English at home quite unfortunate. I would rather we teach our children our local languages,” he said.

“Once they are grounded in their mother tongue, they learn better. Education goes beyond the classroom; it connects individuals to society and supports meaningful participation. We must return to indigenous pedagogies and culturally relevant approaches in teaching our children.” - Prof. George Kankam Boadu, Chairman of the Project Advisory Board (ADCM)

Principal Investigator Prof. Paul Sarfo Mensah highlighted the project’s focus on equitable and inclusive education driven by evidence-based practices. He explained that once a people’s culture fades, the values that hold society together begin to erode. “Language is a key component of culture, and when it is subdued, identity weakens,” he said. 

“While foreign languages have their place, learners must also understand the nuances of their local languages. Even if teachers are not fluent, community involvement can help design and deliver lessons effectively.” - Prof. Paul Sarfo Mensah, Principal Investigator

“These approaches recognize learners’ backgrounds and experiences, helping them make sense of new information,” explained Prof. Winston Kwame Abroampa, Co-Principal Investigator, while emphasizing the role of culturally responsive pedagogies in improving comprehension. 

“You would expect the teacher to do all the teaching, but children often become peer interpreters. It is an asset, provided teachers guide them to ensure accurate meaning.” -Prof. Winston Kwame Abroampa, Co-Principal Investigator

The attendees at the engagement event agreed that enhancing local-language instruction is both a cultural necessity and a practical means to improve learning outcomes. As the KNUST GPE KIX project proceeds to produce evidence, stakeholders remain hopeful that its findings will shape national education policies.