Hon. Haruna Iddrisu’s Mother Tongue Directive: A Step Toward Better Learning, Not Against English

The recent directive by the Minister of Education, Hon. Haruna Iddrisu, on the use of mother tongue as a language of instruction in schools has sparked widespread public discussion and, in some cases, misunderstanding among Ghanaians. While some critics believe the move seeks to replace the English language in classrooms, a closer look reveals that the initiative is far from abolishing English—it is, in fact, a progressive step toward improving comprehension and learning outcomes among pupils.

Using the mother tongue as a language of instruction simply means that teachers should employ familiar local languages such as Twi, Ga, Ewe, Dagbani, Nzema, and others to help pupils better understand the concepts being taught. It allows educators to explain lessons in languages children already speak and understand at home, thereby bridging the gap between classroom learning and real-life experiences.

In many Ghanaian classrooms, pupils often struggle to grasp lessons because teachers rely solely on English, a language that many young learners are not yet fluent in. The result is rote learning—students memorizing information without true understanding. By introducing the use of local languages alongside English, Hon. Haruna Iddrisu’s directive aims to make education more meaningful, engaging, and effective.

This approach aligns with global best practices. Countries such as Finland, Japan, and South Korea have long prioritized teaching in native languages during early education, yielding remarkable improvements in literacy and cognitive development. Ghana’s own National Teaching and Learning Framework has for years encouraged the use of familiar languages in the foundational stages, but implementation has often been inconsistent. The Minister’s directive is, therefore, a much-needed reinforcement of a proven educational principle.

Importantly, this policy does not seek to eliminate English from the curriculum. English remains a vital component of Ghana’s education system and will continue to be taught and used as a medium of communication. The objective is to strengthen understanding at the lower levels so that pupils can confidently transition to English-based instruction as they advance.

Reinforcing the use of mother tongue is not a backward step; it is a forward-looking move to build a stronger foundation for our children. When pupils understand what is being taught in a language they know, they develop confidence, creativity, and critical thinking skills—qualities that form the bedrock of quality education.

Hon. Haruna Iddrisu’s initiative should therefore be embraced by teachers, parents, and educational stakeholders alike. It represents a commitment to inclusivity, comprehension, and better learning outcomes for every Ghanaian child.

— Ɔpanyin Wireko

Higher Life Academy (HLA)

Rhema City, Ashaley Botwe Pentecost-Down

Adentan Municipal