ABSTRACT
This chapter explores some issues surrounding the implementation of the language of instruction policy in Ghana. It presents a critical view of the role of teachers in achieving implementation success and highlights challenges which are likely to undermine the effective implementation of the language of instruction policy in Ghana. The organization of the language of instruction policy requires a number of adjustments to how the Ghana Education Service has implemented the policy so far. The language of instruction policy in Ghana is geared towards facilitating communication between the teacher and the child as, the better the communication is, the higher the chances are that the child will retain the educational content. The policy is aimed at promoting the use of language understood by the child in the first few years of education and to improve quality of education from cultural perspective. Among the factors contributing to quality teaching is teachers' language competence, which can be used to facilitate pupils' learning.
