Juggling between two languages in kindergarten classrooms: A multi-case study

Abstract

Although, earlier research points to the significance of bilingual medium of instruction in early childhood settings, there is limited multicase research that explores mediums of instruction used in Kindergarten classrooms located in various socio-cultural contexts. To deal with this gap in the literature, a qualitative multi-case study into the perceptions of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question guided the study. What medium of instruction do teachers use in kindergarten classrooms? Post-colonial theory and Vygotsky (1978) socio-cultural theory informed the study. Data used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined by Stake (2006), was used. The findings of this study revealed these teachers used Ghanaian socio-cultural contextually relevant language of instruction (English language, Nfante language) in their various classrooms because it enhanced, promoted and improved children’s understanding of concepts taught in class.