Abstract

This study examines and compares English Language Policy and Planning (LPP) in Ghana and the Philippines, two postcolonial countries with multilingual contexts and strong reliance on English for education and national development. Using a qualitative meta-analysis approach, data were collected from official documents, curriculum frameworks, and policy reports issued by the Ministries of Education and other authoritative sources in both countries. The analysis focuses on three main aspects: the historical background of English language policy, current language policies, and the structure of English curricula. The findings reveal that both countries have been significantly shaped by colonial legacies, resulting in the dominance of English in education while simultaneously attempting to integrate local languages to promote inclusivity and cultural identity. Ghana demonstrates a fluctuating policy trajectory between indigenous language instruction and English-only approaches, whereas the Philippines adopts bilingual and mother tongue-based multilingual education policies. Despite different strategies, both countries face similar challenges in balancing globalization demands with linguistic diversity and educational equity. The study underscores the need for inclusive and context-sensitive language policies that support both global communication and local language preservation.
Keyword: English Language Policy, Language Planning, Curriculum, Ghana, Philippines, Multilingual Education

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