Work

Responding to Linguistic and Cultural Need: The Design and Evaluation of a Bilingual Storybook Intervention for Bilingual Fante–English Learners in Ghana

Year: 2025

Type: article

Abstract: In this paper we describe the processes and challenges involved in the design, implementation, and assessment of a small-scale intervention in four primary schools in Ghana’s Central Region that aimed to enhance learners’ mother tongue and bilingual literacy practices whilst at the same time strengthening their sense of cultural identity. Within the framework of Educational Design Research (EDR), this paper describes the steps that were involved in the development process, from context analysis to the design of a locally developed Fante–English bilingual storybook, as well as the formative evaluation of this prototype. This paper shows how to translate contextual findings into a final product, while sharing with the reader important findings for each phase in the process. Formative evaluation in the form of a teacher workshop, surveys, and classroom observations was used. Results showed that, in the opinion of teachers, Fante–English bilingual books can promote learners’ cultural identity, self-awareness, and a sense of prestige when they speak the language. Not only do the books preserve the Fante language and culture, but they show learners that Fante is just as important as English. A second round of formative evaluation showed that additional teacher manual and training could benefit the outcome of the bilingual method.

Source: Education Sciences

DOI: 10.3390/educsci15070833

Authors: Lieke Stoffelsma, Scortia Quansah, Mabel Selasi Quashigah, Patrick Larbi

Institutions: Radboud University Nijmegen, Center for Language Studies, University of Cape Coast, Ghana Education Service

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172