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Many developing nations use a foreign language as the medium of instruction in elementary school. This study uses Lansdown's approach to Vygotsky's theory of language and concept development as the basis for comparing the conceptual level Ghanaian children express in their native languages (Ga or Twi) and in their school language (English). The children manipulated and then discussed specially chosen science materials. By scoring and counting the untutored statements of the children, the author was able to conclude that children function at a higher conceptual level in their vernacular than in English.
G. Omani Collison (Sun,) studied this question.