Reclaiming Cultural Identity: The Impact of Bilingual Education on Community Connection in Ghana

Abstract

This study investigates the impact of Ghana's language education policy on individuals’ academic performance, community connectedness, and language attitudes in the context marked by a historical shift from indigenous language to English. Drawing from a sample of Ghanaian participants recruited through snowball sampling, the research employed a mixed methods survey distributed through Qualtrics. Participants provided retrospective accounts regarding their transition from local languages to English during grades three to four, as well as their perception of language competence and cultural belonging. Quantitative analysis, including descriptive statistics, regression models, and correlation analysis, revealed significant relationships among variables. The findings indicated that participants who felt adequately prepared for the language switch reported higher academic performance and stronger community connectedness. In contrast, dependency on English as the exclusive medium of instruction was associated with diminished cultural ties. In addition, evaluations of language traits showed that while English is often linked to perceived competence in formal contexts, indigenous languages are favored for warmth and cultural identity. These results not only validate previous research on language attitudes in Ghana, but it also suggest the need for educational practices that balance academic rigor with cultural preservation.