In a surprising development within Ghana’s linguistic and educational landscape, the Member of Parliament for Tamale South and Minister of Education, Haruna Iddrisu, announced that His Excellency John Dramani Mahama, plans to introduce new foreign languages into the curriculum of all Senior High Schools across the country. This revelation was made during the launch of the Free Sanitary Pad Programme in Accra on Thursday, April 24, 2025. According to the Minister, the initiative aims to equip Ghanaian students with global competencies and multilingual proficiency to enhance their competitiveness and readiness for international opportunities.
As the nation looks to introduce a new foreign language into its educational and professional landscape, Chinese appears to be the leading contender. Growing economic ties with China, increasing cultural exchanges, and strategic international partnerships have made Chinese an attractive option. If current trends continue, it is highly likely that Ghana will officially adopt Chinese as its next major foreign language.
Although the proposal has drawn criticism from language experts and cultural advocates, who argue that this move could accelerate the marginalization of Ghanaian languages within the school system, it looks as if Chinese will likely be the frontrunner. Critics contend that while global language skills are important, the current state of Ghanaian language education is already deteriorating, with limited resources, declining enrollment, and lack of teacher motivation. They caution that introducing new foreign languages without simultaneously strengthening local language programs could undermine national identity, cultural preservation, and the broader agenda of promoting indigenous knowledge systems.
With over 80 indigenous languages spoken across the country, critics fear that prioritizing foreign tongues could further marginalize local languages that are already fighting for survival in an increasingly globalized and modernizing society. They argue that Ghana’s linguistic diversity is a vital part of its cultural heritage and national identity, and any language policy should reflect a balanced approach. Rather than diverting attention and resources solely toward foreign language acquisition, many believe the focus should be on revitalizing and strengthening the teaching and learning of Ghanaian languages in schools.
In fact, Ghana’s plan to introduce a new foreign language, reportedly with Chinese emerging as a strong contender comes as no surprise to many observers. On July 18, 2024, Ghanalingo.com published a report in which the 8th Principal of Accra College of Education, Professor Samuel Awinkene Atintonu, disclosed that the Chinese government has intensified efforts to establish professional centers in collaboration with Ghanaian universities. These centers, backed by Chinese support, aim to develop degree programs in Chinese language and culture. His remarks were made during the Cultural Week Celebration held at the University of Education, Winneba – Ajumako Campus.
Professor Atintonu stated:
“Interestingly, there is a sudden high interest in the study of Chinese in Ghana.Universities are in stiff competition to establish professional centers, with the support of the Chinese government, to develop degree programs in Chinese. You can see this at Cape Coast [University of Cape Coast], the University of Ghana, Legon, and Tech [Kwame Nkrumah University of Science and Technology], among others. Even the colleges of education are involved. Just last week, I was contacted about China’s interest in training teachers in Ghanaian languages”.
Who would have thought that a change in government would still propel an agenda that many believe could deal a significant blow to Ghana’s indigenous language landscape? The irony in this unfolding situation lies in the fact that, while the country is pushing to introduce a new foreign language into the education system, there have also been recent moves to elevate the status of local languages. Notably, the Speaker of Parliament, Honourable Alban Bagbin, declared Ghana’s intention to consider the use of a Ghanaian language in parliamentary proceedings, whilst the topic of using a Ghanaian language as Ghana’s official language still remains his interest.
Yet, this ambition stands in sharp contrast to the nation’s long-standing struggle to adopt a Ghanaian language as its official language. For decades, Ghana has struggled with the idea of replacing or supplementing English with an indigenous language in official domains, but political will, regional language diversity, and logistical constraints have slowed progress. The current developments raise critical questions about the country’s language priorities, whether Ghana is truly committed to empowering its native tongues or if global ambitions are gradually overshadowing its cultural foundations.
The growing interest in Chinese language studies among Ghanaian students is already evident at the University of Ghana, where enrollment in Chinese courses has surpassed 1,000 undergraduate students, a report by Chinese media outlet ‘Xinhua’ in 2023. According to Emelia Agyei-Mensah, an official of the university, efforts have been made to expand Chinese language education through the creation of more combined major programs that include Chinese as a key subject. Similar initiatives are being introduced in other public universities across the country with the establishment of additional Confucius Institutes, signaling a nationwide push to make Chinese a more integral part of Ghana’s higher education landscape.
Ghana’s growing relationship with China has been fueled by steady economic partnerships, with major Chinese investments in sectors like infrastructure, energy, and technology across the country. Beyond business, cultural exchanges between the two nations have also seen a sharp rise, with more Ghanaians taking part in Chinese language programs, scholarships, and exchange visits. These ties are further strengthened by strategic partnerships at the governmental level, where both countries continue to collaborate on major projects. Together, these developments have made Chinese not just a practical choice, but a strategic one for Ghana’s future.
Another factor driving the interest in Chinese is the increasing presence of Chinese businesses and communities across Ghana. From small enterprises to major corporations, the demand for bilingual workers who can communicate in both Chinese and English is rising. This growing need for language skills in the job market makes learning Chinese an appealing opportunity for many young Ghanaians looking to boost their career prospects.
Since the announcement of plans to introduce a new foreign language, little has been heard about the progress made so far. However, instead of adding yet another foreign language to the education system, critics say the government should focus on strengthening the teaching and learning of French, a language that has long struggled to gain ground in Ghana despite being part of the curriculum since the 1980s. Given Ghana’s geographical position, bordered by three French-speaking countries: Burkina Faso to the north, Ivory Coast to the west, and Togo to the east and considering the global influence of the French language, it would be more strategic to revive and prioritize French education.
Critics have also argued that, rather than introducing a new foreign language, students should be encouraged to learn an additional Ghanaian language alongside the one they already study. They suggest that this second local language could be chosen from among the widely spoken Ghanaian languages such as Twi, Fante, Ewe, Ga, and Dagbani (listed without any particular order or ranking) to foster multilingual proficiency within Ghana’s own rich linguistic landscape. With English and French already embedded in the curriculum, they believe the focus should shift toward strengthening national cohesion and preserving cultural identity through the promotion of indigenous languages in schools.
While the idea of introducing Chinese as a new foreign language offers exciting opportunities, it also raises important questions about priorities in Ghana’s language education policy. As the country continues to navigate its place in an increasingly globalized world, there is a strong case for balancing international engagement with the preservation and promotion of both French and indigenous Ghanaian languages. The ultimate goal should not just be about adding more languages to the curriculum, but about building a generation that is globally competitive, regionally relevant, and deeply rooted in its own cultural identity. Whatever decision is made, it must be one that carefully considers both Ghana’s future ambitions and its unique linguistic heritage.
Editor: Ama Gyesiwaa Quansah
