ABSTRACT
This chapter compares medium of instruction policies in Ghana and India, two distinctive postcolonial countries with similarities to many LMICs. Both Ghana and India are extremely diverse ethno-linguistically, with high levels of societal and individual multilingualism. The language-in-education policies of Ghana and India aim to provide inclusive, equitable, quality schooling. Ghana and India are committed to achieving universal primary schooling and improving the outcomes of their national education systems in order to bolster economic growth, national stability, equity and social justice. The chapter outlines four challenges to the achievement of this aim. Those challenges are: The medium of instruction is not the language children use; Finding a language in common; Assessment and gatekeeping practices; and Teachers' language competence. The language of instruction in highly multilingual low- and middle-income countries (LMICs) such as Ghana and India raises issues for the quality of education and the inclusion of children, particularly the most marginalised.
