Development of basic school learners’ critical thinking skills in Ghana: Is the English language a threat?

Abstract

This study investigates the potential role of English in the development of critical thinking among Ghanaian basic school learners. A case study research design was used. Five purposively selected cases (schools) in the New Abirem Constituency were used for the investigation. Using in-depth interviews and observations, the study revealed that the realisation of critical thinking skills in the Ghanaian child is severely hampered by children’s limited proficiency in the language of the curriculum (English). Children usually stayed dormant in the classroom because they could not engage in any meaningful discourse that could enhance their thought processes. Silence and unquestionable acceptance of knowledge appeared to be the culture of the classrooms. Limited attempts at demonstrating critical thinking were observed, except for situations where the learners were given the opportunity to use their native language. We thus recommend that for effective demonstration of critical thinking among learners, policymakers should consider revising the language education policy; they should devise and enforce translanguaging pedagogy at the early ages of childhood development in Ghana to help realise the goals of the newly introduced standards-based curriculum.