Classroom Discourse In A Multilingual Context: Navigating Identity Confusion Among Tertiary Students In Ghana
Abstract
This study investigated the complex dynamics of classroom discourse and identity negotiation among tertiary students in Ghana's multilingual educational environment. Using a mixed-methods approach, 320 students from four Ghanaian Colleges of Education participated in a comprehensive examination of how multilingual classroom discourse practices influence identity formation and academic engagement. Data collection included classroom observations, discourse analysis, semi-structured interviews, focus group discussions, and validated identity assessment instruments administered over two academic semesters. Results revealed that 74% of students experienced moderate to high levels of identity confusion when navigating between English as the medium of instruction, indigenous Ghanaian languages, and peer communication patterns. Thematic analysis identified four primary sources of identity confusion: linguistic code-switching pressures, cultural authenticity conflicts, academic legitimacy concerns, and peer group dynamics. Students employed three main identity navigation strategies: compartmentalization (keeping linguistic identities separate), strategic switching (context-dependent language choices), and identity integration (blending multiple linguistic selves). The study found significant correlations between frequency of indigenous language use in academic settings and both cultural identity strength (r = .68, p < .001) and academic self-efficacy (r = .52, p < .001). However, institutional language policies often created tension between authentic self-expression and academic success. Implications for multilingual education policy, pedagogical practice, and institutional support systems in Ghana's higher education context are discussed.
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