Does the Use of L1 and L2 at Home Modulate the Academic Achievement of Primary School Learners?

Abstract

This study explored the influence of first language (L1) and second language (L2) usage at home on pupils' academic achievement. Employing a case study design and qualitative approach, the study employed a semi-structured interview guide (primary data) and secondary data from students' academic records. Ten (10) pupils from a primary school in the Sunyani Municipality, Ghana, were selected through purposive sampling. The results indicated that none of the ten children exclusively used L2 at home; three pupils used L1 and L2, while seven used only L1. The study concluded that pupils who used L1 and L2 at home performed better academically than those who used only L1 at home. Based on these findings, it is recommended that education policies promote bilingual education and parental support programs to encourage the use of both L1 and L2 at home. Additionally, teacher training should focus on practical strategies for integrating L1 and L2 in the classroom, and curriculum design should incorporate both languages to reinforce language skills and academic content.