Abstract:
The purpose of the study was to investigate the influence of mother tongue on early
grade children’s performance in the English language as far as transliteration is
concerned in Onwe Community basic preschools. The study used a descriptive survey
design which used both quantitative and qualitative approaches to collect the data.
The participants included headteachers, early grade teachers and early grade learners
from five Onwe basic preschools. Data was collected using questionnaires for the
headteachers and pre-preschool teachers while interviews and observation were used
for pre-preschool learners. Data was analyzed using percentages and frequencies and
presented in tables and charts. The study revealed that the most frequently committed
errors was the error of transliteration which formed the basis of the study, followed by
error of tenses, wrong-pronoun-use errors, spelling errors, subject verb agreement,
article errors, omission, preposition errors, wrong-word usage, addition errors. The
implications of this study to the improvement of English language as a second
language of early grade learners studying English are discussed. Key words;
Transliteration, descriptive survey design
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the Preschool of
Graduate Studies in partial fulfillment of the requirements
for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
