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“WE DON’T UNDERSTAND ENGLISH THAT IS WHY WE PREFER ENGLISH”: PRIMARY SCHOOL STUDENTS’ PREFERENCE FOR THE LANGUAGE OF INSTRUCTION IN MATHEMATICS

  • Ernest Kofi DavisEmail author
  • Alan J. Bishop
  • Wee Tiong Seah
Article

Abstract

This paper reports on a study which sought to investigate how social and political influences affect students’ preference for language of instruction in mathematics in Ghana, where the language of instruction from grade 4 onwards in school is not the students’ main language. 4 focus group interviews were carried out with 16 primary school students, randomly selected from 4 primary schools, comprising a mix of average, above average and below average achieving schools in the Cape Coast metropolis of Ghana. Qualitative analysis of the results brought to light evidence of social and political influences on students’ preference for English as the language of instruction in mathematics.

Key words

Ghana influence language preference political social students 

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Copyright information

© National Science Council, Taiwan 2013

Authors and Affiliations

  • Ernest Kofi Davis
    • 1
    Email author
  • Alan J. Bishop
    • 2
  • Wee Tiong Seah
    • 2
  1. 1.Institute of EducationUniversity of Cape CoastCape CoastGhana
  2. 2.Faculty of EducationMonash UniversityMelbourneAustralia

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