Language-in-Education Challenges: Examining Ghana's National Literacy Acceleration Program From Multiple Perspectives

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Unpacking the Implementation, Impact, and Policymaking Processes of Literacy Policy (Table 10)

Abstract

Background:
This study aimed to examine Ghana's National Literacy Acceleration Program. The objective of this paper was to investigate how this policy is functioning from the perspectives of students, teachers, and parents.

Method:
A systematic review of literature was carried out for this research. The search for literature was done electronically via Google Scholar, Eric (ProQuest), Educational Research Complete (EBSCO), Science Direct, and JSTOR. 20 papers out 124 retrieved were utilized based on the inclusion criteria.

Results:
Findings from the literature revealed that parents and teachers had a strong negative perception about NALAP. Students, on the other hand, seemed to have hope about the program. The literature also revealed many teacher-related issues affecting the implementation of the policy.

Author

• Gilbert Ansah, West Virginia University