Children’s literature as English as a second language material for young learners in the Akuapem-North Municipality.

Abstract

The study examined children‘s literature as a material in the ESL classroom of young learners. The study adopted Coyle‘s 4C‘s as the framework where the interrelation between content, communication, cognition, and culture play a role in the selection of children‘s literature as a teaching material in the classroom of young learners. Utilising a convergent parallel mixed method design and census sampling, data were collected by means of questionnaire and focus group discussion from 330 teachers of young learners in the Akuapem-North Municipality, and analysed statistically and thematically. The analysis revealed that majority of the teachers have good motives for using children‘s literature in the classroom. Additionally, teachers have some specific types of children‘s literature they use in the classroom of young learners; these types are selected by teachers based on several factors. Also, teachers consider children‘s literature as a teaching material that affects young learners positively in acquiring the English Language. In spite, of the positive effects of children‘s literature in the classroom, the analysis identified some challenges that impede its use in the classroom of young learners. From the results, it is argued that teachers have good knowledge of children‘s literature, and select the children‘s literature they use in the classroom based on specific criteria such as the age of young learners to ensure positive effects on young learners. From this, it is recommended that teachers use of children‘s literature in the classroom of young learners since it benefits young learners in the ESL classroom. Also, based on the challenges, stakeholders and educators must take necessary steps to help minimize these challenges to ensure effective utilization of children‘s literature as a teaching material in the classroom of young learners.