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When children find the production of a speech sound difficult, they tend to substitute it with another easier one, a phenomenon described as Substitution Phonological Pattern (SPP). This study investigated SPP in Ghanaian preschoolers, who spoke their individual Ghanaian languages like Akan and Ga as their first languages (L1) but were learning to speak English as a second language, to understand and document how these children pronounced English speech sounds. Thirty preschoolers in a privately-owned basic school in Kumasi were selected and voice recorded as they mentioned twenty English lexical items from their textbooks after their teacher. Both the participants' and their teacher's productions of the stimulus words were transcribed according to the International Phonetic Alphabet. The data was analysed using both qualitative and quantitative research approaches and within the framework of Natural Phonology Theory. Findings indicated that the children exhibited Fronting, Backing, and Stopping. The participants' L1 and age among other factors were observed to be responsible for the processes identified: English sounds that were absent in the L1 of the children were difficult to produce for some of the children, while older children exhibited fewer cases of substitution. This study might serve as a documented material and a reference point for future researchers and Ministry of Education of the Republic of Ghana on Ghanaian children phonological experiences as regards the speaking of English.

Using the mixed method research approach, this study investigated the linguistic landscape of the central business district of Accra, Ghana. The study employed both the Ethnolinguistic Vitality Theory (EV) and the Place Semiotics Theory to explore the types of signage displayed by shop owners in the Makola market, the languages used on these signs, the dominant language(s) on the signs and how the use of language reflects the ethnolinguistic vitality of the local languages used in Accra. The findings present a very busy linguistic landscape where shop owners use the names of their companies and the products they sell as a marketing strategy through a variety of modes including signboards, billboards, taglines, and signposts to attract customers. There was also a preponderance of English in the linguistic landscape of Accra, which establishes English as a powerful tool for inter-ethnic communication and national integration, giving an implicit impression of low vitality of indigenous languages in the space.

This study investigates the practicalities of the instructional language policy and the role that English plays in multilingual classrooms at the lower primary level. The research aims to find answers to the following questions. First, in a multilingual lower primary classroom where some teachers and some pupils do not understand the major local language available, what language does the teacher use to teach them (instructional language)? Second, what role does English play as a medium of instruction? In total, 53 participants, made up of 14 teachers and 39 pupils sampled from three lower primary schools were involved in the research. Lessons were observed, followed by semi-structured interview sessions with both teachers and pupils. The findings indicate that the classrooms are multilingual, with the teachers using languages that they are comfortable with in teaching. It is also worth noting that Akan is becoming a predominant minority language even though it is not a prescribed instructional language for that school community. Finally, it comes to light that English is gradually taking over as the main language of instruction in the multilingual classrooms, a practice that goes contrary to the educational language policy. The study recommends translanguaging in the lower primary multilingual classrooms.