An exploration of pedagogical practices in using first language for instruction- a case study of Asutsuare D/A Early Childhood Teachers

Abstract

The language chosen for instruction in early childhood settings plays a crucial role in shaping children’s cognitive development, academic achievements, and overall educational success. Since Ghana gained independence, the use of the Ghanaian language as the medium of instruction in early childhood education has had a checkered history. Currently, the language policy puts much emphasis on the use of L1, or the Ghanaian language, as a medium of instruction in early childhood education. Despite the increasing emphasis on the use of L1 in early childhood, there needs to be more insight into how early childhood teachers perceive, utilise, and confront challenges related to L1 instruction. The study explored Asutsuare D/A early childhood teachers’ pedagogical practices regarding the use of L1 for instruction in the Shai-Osudoku District. The study employed a qualitative research approach with an intrinsic case study design. A critical case purposive sampling technique was used to select a sample size of six (6) early childhood teachers in Asutsuare. The researcher employed one-on-one semi-structured interviews and observation as tools for data collection. All interviews were audio recorded, transcribed, and developed in coded. Emerging themes and patterns guided the analysis of the data. The study revealed that pupils find it easy to understand lessons when taught in their local language. The study recommends that the school authorities should provide ongoing training and professional development opportunities focused on integrating L1 effectively in early childhood classrooms.