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Drawing on interviews with 22 Ga participants in summer 2022, the article examines language learning outcomes following Ghana’s medium-of-instruction policy shifts and explores how linguistic injustice shapes civic participation. Findings indicate that, despite policy support for mother tongue instruction, most participants learned in English in primary school while many nonetheless view language preservation as a civic responsibility.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-26-issue-1/600430/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-26-issue-1/600430.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the article ask about language and civic engagement among Ga youth?","Question",{"text":112,"@type":113},"It asks what language Ga youth learned in practice after specific medium-of-instruction education policies and how their relationship to language intersects with participation in civic engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the interview findings show about language learning for Ga participants?",{"text":117,"@type":113},"Although policy encourages mother tongue instruction, most participants report learning in English during primary school.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Ga youth connect language preservation to civic responsibility?",{"text":121,"@type":113},"They describe civic responsibility as including passing on the Ga language to preserve culture, land, identity, and the future of their community.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600430,1792121515,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 26, Issue 1, Winter 2024  \nIn Conversation: Mother Tongue Education and Civic Engagement amongst Ga Youth  \nKella Narki Merlain-Moffatt  \nTeachers College, Columbia University  \nThe role of language in education policies and the importance of civic engagement are well documented. What is less clear is how they converse with one another to inform how to develop active citizens who are empowered in their mother tongues. Building on a conceptual framework of civic engagement and linguistic injustice, this article asks: After the implementation of the 1971–1994 and 2004 medium of instruction education policies in Ghana, what language did Ga youth learn in, in practice? What are the intersections between Ga youths’ relationship to language and civic engagement participation? Together, these questions inform understanding of youth educational experiences, Ga people’s perception of the vitality of their language, and their responsibility to the community. In interviewing 22 Ga people in Ghana during the summer of 2022, I find that despite policy encouraging mother tongue instruction, most participants learned in English during primary school. Additionally, contrary to the notion that there is a disinterest in civic engagement amongst Ghanaian youth, findings show Ga youth find part of their civic responsibility to lie in passing on the Ga language to preserve their culture, land, identity, and the future of their community.  \nKeywords: language in education policy, Ga youth, civic responsibility, language injustice, social mobility  \nIntroduction  \nAs the longest-lasting contemporary democracy that has avoided major violent conflict in West Africa, Ghana provides an interesting case for understanding youth civic engagement. On the eve of Ghana’s independence, the first Prime Minister, Dr. Kwame Nkrumah, stated,“Ghana will be a pacesetter for all to know that the Blackman is capable of managing his own affairs.” Following independence in 1957, Dr. Nkrumah was committed to utilizing the education system to “instill a sense of loyalty to Ghana”(Harber, 1989, p.154) . However, post-colonial thinkers argue that in reshaping the education system, there needed to be a “decolonization of the [Ghanaian] mind” to support nation-building (Dei, 2005) . A consequence of not following this advice is seen through the rejection of local languages as the medium of instruction (MOI) in lower primary schools (Arnot et al., 2018) . As a multilingual nation-state, Ghana has seen a constant fluctuation in the language of instruction policy from 1952-2004. The Ghana Ministry of Education (MOE) released a report in 2002 that emphasized the importance of cultivating “attitudes of good citizenship and patriotism and […] the nation’s cultural heritage by promoting national languages” as a national education objective (Government of Ghana, 2002, p.15). In practice, there has been a disconnect.  \n© 2024, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 26(1), 76-97.  \nIn Conversation: Mother Tongue Education and Civic Engagement amongst Ga Youth  \nIn 1971 and 2004, the government developed MOI policies that encouraged students to learn in their local language. However, English is used more widely across the education system (Adika, 2012), with roughly 80% of the country being literate in English (World Bank, 2020) . Still, there is concern that many people lack the English proficiency needed for meaningful participation in national discussions (Anyidoho, 2018) . In the context of education, Piller (2020) notes that where language barriers exist, they are an injustice. If extended to the context of civic engagement, a lack of English proficiency may serve as a barrier, too. While studies discuss potential barriers to Ghanaian civic engagement, such as young people not being regarded as having enough life experience to ","cbCaihd9SRwzZmuG","https://ap.wps.com/l/cbCaihd9SRwzZmuG","pdf",253476,22,"English","# Introduction\n# In Conversation: Mother Tongue Education and Civic Engagement amongst Ga Youth\n## Medium of Instruction policies and English proficiency\n## Language, culture, and civic participation","[{\"question\":\"What question does the article ask about language and civic engagement among Ga youth?\",\"answer\":\"It asks what language Ga youth learned in practice after specific medium-of-instruction education policies and how their relationship to language intersects with participation in civic engagement.\"},{\"question\":\"What do the interview findings show about language learning for Ga participants?\",\"answer\":\"Although policy encourages mother tongue instruction, most participants report learning in English during primary school.\"},{\"question\":\"How do Ga youth connect language preservation to civic responsibility?\",\"answer\":\"They describe civic responsibility as including passing on the Ga language to preserve culture, land, identity, and the future of their community.\"}]","Current Issues in Comparative Education (CICE) - Volume 26 - Issue 1 | PDF",1792090676,55]