Abstract:
This study examined language shift and maintenance of Sefwi (Esahie) language in
the Bia East and West Districts in the Western North Region. It is one of the minority
languages in Ghana experiencing pressure from Asanti Twi. A qualitative research
approach with a case study design was employed. A sample of 24 respondents was
selected using purposive and convenience sampling techniques for this study. A semistructured
interview and non-participant observation were used to gather data, which
were analyzed through thematic analysis. Fishman’s domains of use and Batibo’s
(Triglossic Models were the theories used to underpin this work. The research
questions were answered using descriptive thematic analysis. The findings indicate
that cultural pride attached to their festival is partially maintaining the language but
the language is eroding due to the pervasive dominance of Twi in daily
communication, education and media. Intergenerational transmission is weakening as
families are increasingly adopting Twi at home, reducing children’s exposure to their
native language. Factors driving language shift include the perception that speaking of
Twi leads employment opportunities, government policies supporting the dominant
language over native language and feeling pressured to speak the dominant language
in social settings. The lack of institutional support for Sefwi has significantly hindered
its maintenance. It was recommended that Sefwi language integration into educational
curricula in the Sefwi area and developing written materials and teaching the language
within schools will promote and preserve the language. Promoting multilingual
policies in the use of indigenous languages like Sefwi in institutions and public spaces
should be advocated. Families should be encouraged to speak Sefwi at home, in
creating an environment for natural transmission. This study provides critical,
localized insights for developing language preservation strategies for Sefwi language.
Description:
A thesis in the Department of Applied Linguistics,
Faculty of Foreign Languages Education, submitted to the
School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language - TESL)
in the University of Education, Winneba
JUNE, 2025
