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Learning LANGUAGE MAPPING STUDY: ANALYSIS REPORT

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Learning LANGUAGE MAPPING STUDY: ANALYSIS REPORT USAID Partnership for Education: Learning LANGUAGE MAPPING STUDY: ANALYSIS REPORT March 2018 This publication was produced at the request of the United States Agency for International Development. It was prepared independently by Rachel Hatch, Yvonne Cao, Dr. Carina Omoeva, Dr. Julia Frazier, and Dr. Wael Moussa from FHI 360 and Samuel Awinkene Atintono, Avea Ephraim Nsoh, and Charles Owu-Ewie from the College of Languages Education, Ajumako at the University of Education, Winneba. LANGUAGE MAPPING STUDY: ANALYSIS REPORT USAID PARTNERSHIP FOR EDUCATION: LEARNING March 2018 Agreement Number: AID-641-A-15-00004 Agreement Period: 12-14, 2014 to 12-12, 2019 AOR Name: Adama Jehanfo Submitted by: Guitele Nicoleau, Chief of Party FHI360 2nd Floor, Omanye Aba House, NDK Building, Opposite Accra Sports Stadium P.O. Box CT 4033|Accra, GHANA Tel: Cell: 050 141 9988, Office: 0302.769963/740780/774910| Fax: 0302.740809 Email: [email protected] This document was produced for review and approval by the United States Agency for International Development/Ghana (USAID/Ghana). DISCLAIMER The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. CONTENTS ACKNOWLEDGMENTS........................................................................................................................... i ACRONYMS ................................................................................................................................................ ii EXECUTIVE SUMMARY .......................................................................................................................... 1 A. Introduction .................................................................................................................................... 1 B. Background...................................................................................................................................... 1 C. Project Background ....................................................................................................................... 2 D. Study Design ................................................................................................................................... 2 E. Key Findings .................................................................................................................................... 3 Pupil level language match .............................................................................................................. 4 Teacher level language match ........................................................................................................ 5 Combining pupil and teacher language match ............................................................................ 6 Teaching and learning materials .................................................................................................... 8 F. Conclusions and Recommendations.......................................................................................... 8 BACKGROUND ..................................................................................................................................... 10 A. Project Overview ......................................................................................................................... 10 B. The Language Policy in Ghana .................................................................................................. 10 STUDY DESIGN AND METHODOLOGY ....................................................................................... 12 A. Study Objectives and Analytical Framework ......................................................................... 12 Study Objectives ............................................................................................................................. 12 Study Questions .............................................................................................................................. 12 B. Study Design and Data Collection ........................................................................................... 13 Instruments ...................................................................................................................................... 13 District Selection ............................................................................................................................ 14 Data Collection ............................................................................................................................... 15 C. Limitations ..................................................................................................................................... 16 FINDINGS ................................................................................................................................................. 18 A. Pupil language match findings .................................................................................................... 18 Why focus on home language? .................................................................................................... 18 What proportion of pupils speak the approved GLOI at their schools across the 100 districts in the study? ..................................................................................................................... 19 How does pupil language match vary by GLOI and region? ................................................. 20 How do the proportions of schools with no pupils who speak the GLOI vary by GLOI and region? ....................................................................................................................................... 21 How do the proportions of schools where all KG1-P3 pupils speak the GLOI vary by GLOI and region? ........................................................................................................................... 22 How linguistically diverse are KG1-P3 pupil populations at schools? ................................. 23 B. Teacher language match findings .............................................................................................. 25 What proportion of KG1-P3 teachers speak the approved GLOI at their schools across the 100 districts in the study? ...................................................................................................... 25 How does teacher language match vary by GLOI and region? ............................................ 26 How do the proportions of schools with no KG1-P3 teachers who speak the GLOI vary by GLOI and region? ...................................................................................................................... 27 How do the proportions of schools where all KG1-P3 teachers speak the GLOI vary by GLOI and region? ........................................................................................................................... 27 C. Overall language match findings ............................................................................................... 29 Applying the Language Match Framework ................................................................................ 30 How does overall language match vary by GLOI and region? .............................................. 31 How do the proportions of schools with no KG1-P3 pupils and no KG1-P3 teachers who speak the GLOI vary by GLOI and region? .............................................................................. 35 How do the proportions of schools where all pupils and all KG1-P3 teachers speak the GLOI vary by GLOI and region? ................................................................................................. 35 D. Availability of teaching and learning materials In GLOI ....................................................... 36 CONCLUSIONS AND RECOMMENDATIONS ............................................................................ 38 REFERENCES ............................................................................................................................................ 41 Annex I: Additional Analyses ................................................................................................................ 42 A. GLOI in Learning districts ........................................................................................................... 42 B. Linguistic diversity in KG1-P3 classrooms ............................................................................. 42 C. School language match scatterplots by region and GLOI ................................................... 43 D. Language Match Index ................................................................................................................. 45 Language Match Index construction ........................................................................................... 45 E. Availability of TLM in GLOI ....................................................................................................... 50 ANNEX II: Recommendations Table .................................................................................................. 52 ANNEX III: Data Collection Instruments .......................................................................................... 55 LIST OF TABLES Table 1. The School Language Match Framework .............................................................................................. 6 Table 2. Number and proportion
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