Articles

<b>Background:</b><b> </b>Traditional foods, once carriers of cultural identity and heritage, are being quietly replaced as globalization and modern ideals redefine the choices of younger generations. This ethnographic study investigated the cultural meaning and symbolism of <i>Tuei</i>, an indigenous maize-based beverage, among the Fante people in the Central Region of Ghana. The study aimed to document how <i>Tuei</i> is rooted in Fante social and ceremonial life, exploring its role as a symbol of identity, continuity, and tradition. <b>Methods:</b> A qualitative approach with semi-structured interviews were done with 7 participants involving one cultural expert, three elders, and three local producers. <b>Results:</b> The findings revealed that <i>Tuei</i> has a significant role in rites of passage such as marriages, funerals, and naming ceremonies, where it functions as a marker of status and social cohesion. It was daily used as a gesture of hospitality and symbol of community unity. Additionally, the study found that the nutritional benefits of <i>Tuei</i> was rich in essential nutrients from maize, which contribute to energy provision and digestion. Some participants also reported its traditional use in promoting digestive health and general well-being. Again, <i>Tuei</i> was influenced by modernization which has reduced its consumption among younger generations and elite groups. <b>Conclusions:</b> The study concluded with recommendations to strengthen these preservation efforts through educational initiatives, the integration of <i>Tuei</i> into cultural festivals, and ongoing community engagement to ensure the continuity of this cultural practice.

This study investigated the English-only language-in-education policy in three primary schools in Ghana: University Primary, OLA Presby Primary and Apewusika Primary School in the Cape Coast Metropolitan in the Central Region of Ghana. The study employed Coulmas’s (2005) eight-step language planning model as a conceptual framework for the study. Nine teachers were randomly selected from Basic One to Basic Three to respond to the selection and supply items. The selected items were analysed and put into frequencies and percentages, while the supply items were coded into recurrent themes. Findings from data indicate that most teachers preferred using the local language (Fante) as a medium of instruction in the lower primary. The study also revealed that code missing is a significant feature in teacher-learner interaction. It was also observed that teachers encountered little problems when using Fante as a medium of instruction. Finally, most teachers express a lukewarm attitude towards using English as a medium of instruction in the lower primary school.