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A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices Joyce Esi Bronteng University of South Florida, [email protected]

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A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices Joyce Esi Bronteng University of South Florida, Jeb7@Mail.Usf.Edu University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School June 2018 A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices Joyce Esi Bronteng University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Pre- Elementary, Early Childhood, Kindergarten Teacher Education Commons Scholar Commons Citation Bronteng, Joyce Esi, "A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices" (2018). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/7668 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A Study of Ghanaian Kindergarten Teachers’ Use of Bilingual and Translanguaging Practices by Joyce Esi Bronteng A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction with a concentration in Early Childhood Education Department of Teaching and Learning College of Education University of South Florida Major Professor: Ilene Berson, Ph.D. Michael Berson, Ph.D. Sophia Han, Ph.D. Lisa Lopez, Ph.D. Date of Approval: April 25, 2018 Keywords: Bilingual Education, Classroom Displays, Iconic Signs, Mother Tongue-Based Bilingual Medium of Instruction, Paralanguage, Symbolic Sign, Translanguaging Copyright © 2018, Joyce Esi Bronteng DEDICATION This dissertation is dedicated to the following: My late grandparents Papa Ekow Gyan and Maame Bɔlɔ Twema (a.k.a. Mary Amakye) for instilling in me the “Can Do” spirit that has brought me this far. My lovely and understanding husband, Mr. Peter E. Tawiah-Mensah for his immense financial, emotional and social commitment. My dear children: Godfreda Petrina Tawiah-Mensah, Roberta Jocelyn Tawiah- Mensah, Peter Noble Tawiah-Mensah, and Lordina Emmanuella Tawiah-Mensah not forgetting Lily Nhyiraba Cobbinah and Christina J. Walters for all the pain and denial they have endured. My Special Mothers: Madam Mary Annan, Mrs. Sarah Amuah and Mrs. Faustina Mensah for their emotional and prayer support and always being there for me. ACKNOWLEDGEMENTS My doctoral journey would not have come to a successful end without God’s inmeasurable mercies and grace and the contributions of these special people. I know words cannot adequately address my gratitude to their efforts and encouragement that has brought me this far. I would first like to show my appreciation to Drs. Ilene and Michael Berson’s Spencer Foundation New Civics Grant Program for providing data for this research study. I am deeply thankful to my major professor, Dr. Ilene Berson for her guidance and constructive feedback on the drafts. My interaction with her challenged me in diverse ways and has made me grow as a researcher. I am also indebted to the rest of my committee members: Dr. Michael Berson, Dr. Sophia Han, and Dr. Lisa Lopez whose valuable feedback led to the successful completion of this dissertation. Their insightful contributions and support assisted me to venture into different analysis grounds that initially seemed impossible to me, however, their challenging gentle push made it materialize in the long run. They have really done a yeoman's job. To my committee members, I say, Thank you very much! I am eternally grateful to my family especially my dear husband and children. My husband, Mr. Peter Tawiah-Mensah has given as much as I have for making the completion of my program a reality. He is the unsung hero of this project. Aside from his financial and emotional support, he proofread every page of this dissertation. His advice, encouraging words, and unparalleled gentle pushes were the supporting pillars that brought this dissertation to fruition. To my children: Godfreda P. Tawiah-Mensah, Roberta J. Tawiah-Mensah, Peter N. Tawiah-Mensah, and Lordina E. Tawiah-Mensah who had to sacrifice their joy and for the first time in their lives to live without their mother for four solid years. I know it has not been easy for you but your sacrifices have been crowned. I cannot forget my tiny angel, Lily Nhyiraba Cobbinah whom I left in Ghana when she was barely four years old. Special appreciation goes to Roberta for drawing the Adinkra symbols in the dissertation. I am also thankful to Sister Emelia Norvor, who has been behind me through thick and thin during my stay in the USA. Her care and support is beyond description. I therefore share the honor of this Ph.D. with you all. Meyɛ bɛ mo somaa ne ala, Awulae Bedevinli yila bɛ bɔkɔɔ. Akpe! Special thanks goes to the University of Cape Coast (UCC) Management and other individuals like Professor George Oduro (Pro VC), Mr. Emmanuel Owusu Affreh (UCC Training and Development Unit), and Dr. Hippolyt Angbing, (HOD of Department of Basic Education-UCC) for the immense support offered me during the financial crisis of my study. Without them, the completion of my doctoral program would have been jeopardized. Ayekoo, hom mbo na edwuma! My profound gratitude goes to Mr. Nicholas Cobbinah in Denver and Nana Kobena Donkor and family at Virginia for their financial commitment and encouragement that anchored me during the financial crisis of my doctoral journey. I know I cannot thank you enough but just to say that your sacrifices have been rewarded by the successful completion of this dissertation. Mese, medɛ bɛ ase a, ɔnza. Ɔbɔdeɛ ndɔ Ne nzuopa ngu bɛ so! I also acknowledge the support of my friends and colleagues at University of South Florida that helped and propelled the successful completion of this dissertation. Special thanks goes to Eraldine Williams-Shakespeare who aside from providing me with technology support also became my motivator and encourager, not forgetting Mr. Fawaz Alrouqi who assisted me with the design of the literature review image. I also thank the Ghanaian students at USF who in diverse ways contributed to my stay and academic work. Last but not least gratitude goes to my PIWC church members who became my family and my head raiser in times of trouble. Special thanks to Pastor and Mrs. Koomson, Presiding Elder and Mrs. French, Dcns. Mrs. Dina Kusi and Grandma Gladys Konadu, Dr. and Dr. Mrs. Eduful, Dr. and Dr. Mrs. Amoah, Mr. and Mrs. Wilson, Elder Michael Eduful, Elder Emmanuel Robertson, Elder Dr. Ofori Boateng, Dcns. Mrs. Mary Sakyi-Amfo, Mr. Boamah, not forgetting my wonderful PIWC’s Sunday School Children and my senior teacher Auntie Emelia, the Tampa District Sunday School Teachers, and all who helped in various ways to make my stay in the USA comfortable. You have forever become part of my story. Many thanks to you all. TABLE OF CONTENTS LIST OF TABLE .............................................................................................................................v LIST OF FIGURES ...................................................................................................................... vii ABSTRACT ................................................................................................................................... ix CHAPTER ONE: INTRODUCTION ..............................................................................................1 Background ..........................................................................................................................1 Researcher’s Background ....................................................................................................4 Statement of the Problem .....................................................................................................9 Purpose ...............................................................................................................................11 Research Questions ............................................................................................................11 Significance of the study ....................................................................................................11 Delimitation .......................................................................................................................13 Definition of Terms............................................................................................................13 Organization of the Study ..................................................................................................16 Summary ...........................................................................................................................16 CHAPTER TWO: REVIEW OF THE LITERATURE .................................................................18 Introduction ........................................................................................................................18 Conceptual and Theoretical Framework ............................................................................19 Overview of Early Childhood Education in Ghana ...........................................................27 Bilingual Education ...........................................................................................................30 Translanguaging .................................................................................................................38 Models of Bilingualism......................................................................................................45
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