| The study examined the challenges and opportunities arising from Ghana's new language policy on education through the perspectives of teachers and teachers-in-training, with an emphasis on linguistic minority students at the primary school level. As the first in-depth investigation into the new language policy from those who are most responsible for implementing it, the study provided insights into the new language policy and its impact on teaching and learning from the viewpoint of teachers and teachers-in-training.;Qualitative methods were used for the study. The participants included 31 Ghanaian primary school teachers and teachers-in-training. One-on-one interviews were conducted with the participants, as they were asked, among other things, to answer a series of questions pertaining to their opinions on the new language policy. In addition, classroom observations were utilized to provide insights into the challenges and/or opportunities that the new language policy presents to student learning, including minority students, from classroom practice. The major findings included: (1) Ghana's new language policy on education presents both challenges and opportunities to the practice of teaching and student learning. (2) The new language policy on education presents opportunities and challenges to linguistic minority students at the primary school level. |
