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010 a| 2020044773;

020 a| 9780367424114q| (hardback);

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100 1 a| Osseo-Assare, Philomena.?| UNAUTHORIZED;

245 14 a| The impacts of language and literacy policy on teaching practices in Ghanah| [electronic resource] :b| postcolonial perspectives on early literacy and instruction /c| Philomena Osseo-Assare.;

260 a| New York, NY :b| Routledge,c| 2021.;

263 a| 2102;

300 a| pages cm;

490 0 a| Routledge research in literacy;

504 a| Includes bibliographical references and index.;

505 0 a| An introduction to language and literacy policy in Ghana -- British colonialism and policy since independence (1957) : impacts on teaching practices -- Life history as a research methodology -- Meet the teachers : professional and personal stories -- English-only, local language, and biliteracy policies since 1957 : impacts on teaching practices -- Synthesis of findings : challenges for teachers and recommendations for policy.;

506 a| Available only to authorized users.;

520 a| "By adopting a postcolonial theoretical perspective, the text interrogates the logic behind policy changes which have prioritized English, local-language, or biliteracy. It draws on data from interviews with teachers and researcher observation to demonstrate how policies have influenced teaching and learning. Dr. Osseo-Asare's findings inform the development of a conceptual framework which highlights the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering solutions to help teachers combat the challenges of frequent policy changes. This timely monograph will prove to be an essential resource not only for researchers working on education policies, teacher education and English-language learning in postcolonial Ghana, but also for those looking to identify the thematic and methodological nuances of studying literacy and education in postcolonial contexts"--c| Provided by publisher.;

538 a| Mode of access: World Wide Web;

650 0 a| Language policyz| Ghana.=| ^A155264;

650 0 a| Language and educationz| Ghana.=| ^A61720;

650 0 a| Literacyz| Ghana.=| ^A47454;

650 0 a| English languagex| Study and teachingz| Ghana.=| ^A19661;

655 0 a| Electronic books.=| ^A491897;

856 40 z| Full text available from Taylor & Francis eBooksu| https://go.openathens.net/redirector/ecu.edu?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9780367854164;

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The impacts of language and literacy policy on teaching practices in Ghana postcolonial perspectives on early literacy and instruction / Philomena Osseo-Assare.

Author/creator	Osseo-Assare, Philomena
Format	Electronic
Publication Info	New York, NY : Routledge, 2021.
Description	pages cm
Supplemental Content	Full text available from Taylor & Francis eBooks
Subjects	Language policy--Ghana. Language and education--Ghana. Literacy--Ghana. English language--Study and teaching. --Ghana.

Series	Routledge research in literacy
Contents	An introduction to language and literacy policy in Ghana -- British colonialism and policy since independence (1957) : impacts on teaching practices -- Life history as a research methodology -- Meet the teachers : professional and personal stories -- English-only, local language, and biliteracy policies since 1957 : impacts on teaching practices -- Synthesis of findings : challenges for teachers and recommendations for policy.
Abstract	"By adopting a postcolonial theoretical perspective, the text interrogates the logic behind policy changes which have prioritized English, local-language, or biliteracy. It draws on data from interviews with teachers and researcher observation to demonstrate how policies have influenced teaching and learning. Dr. Osseo-Asare's findings inform the development of a conceptual framework which highlights the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering solutions to help teachers combat the challenges of frequent policy changes. This timely monograph will prove to be an essential resource not only for researchers working on education policies, teacher education and English-language learning in postcolonial Ghana, but also for those looking to identify the thematic and methodological nuances of studying literacy and education in postcolonial contexts"-- Provided by publisher.
Bibliography note	Includes bibliographical references and index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2020044773
ISBN	9780367424114 (hardback)
ISBN	(ebook)

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The impacts of language and literacy policy on teaching practices in Ghana postcolonial perspectives on early literacy and instruction / Philomena Osseo-Assare.

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