Although English has traditionally been the only language of instruction in Ghana, most young children do not speak English at home. This paper argues that students' academic performance might be improved if their native languages were also used in school. Such an approach offers benefits in areas such as classroom participation, engagement in learning, and the development of listening skills that improve comprehension. Various approaches to ELL can be applied in Ghana to improve students' English skills, such as content and language integrated learning, integrated content-based instruction, a focus on academic language proficiency, sheltered instruction, comprehensible input, learner-centered instruction, an integrated skills approach, cooperative learning, and teacher collaboration. ELL services should not be seen as a threat to English language acquisition in Ghana but an aid toward English language proficiency for all students.