Collaborative Involvement in English Language Acquisition among Family Members: An Investigation on Early Grade Children in Cape Coast Private Basic Schools, Ghana

Abstract

English as a medium of instruction is widely regarded as a vital tool for academic success in Ghana. In Cape Coast, where the private schools are known for English-based instruction, many parents with high aspirations for their children’s English proficiency are increasingly drawn to the private basic school sector. The study investigated parents' involvement in the acquisition of the English language by early learners in private basic schools in Cape Coast, Ghana, and its impact on their proficiency in English and their first language (L1). The research employed a descriptive qualitative approach and purposive maximum variation sampling to conduct interviews with 25 parents and 12 teachers from ten private schools. The types of parental support for children's English learning identified in the study included supervision of homework and reading, speaking English during daily routines, offering books and other literacy materials, maintaining contact, and arranging additional tutoring. Increased parental involvement was associated with greater English proficiency, as indicated by improved vocabulary, reading fluency, and increased self-confidence in speaking among students. However, a strong focus on English was reported to dull the children's Fante (L1) competences; they constantly code-switched, had a restricted L1 vocabulary, and viewed Fante as not significant. The research suggests that although parental involvement enriches the early acquisition of English, it should not do so at the expense of L1 maintenance while promoting English literacy skills and not devaluing the children's Fante (L1).