SAVING THE GA-DANGME LANGUAGE FROM EXTINCTION – A CORROBORATIVE STUDY

Authors

  • Prince Yaw Adjei Al- Faruq College of Education, Wenchi, Ghana
  • Emmanuel Kwame Okrah Department of Languages, St. Ambrose College of Education, Wamfie, Bono Region, Ghana
  • Bright Oppong-Agyei St. Joseph's College of Education, Bechem, Ghana
  • Emmanuel Asante St. Joseph's College of Education, Bechem, Ghana

DOI:

https://doi.org/10.46827/ejals.v5i1.345

Keywords:

Ga-Dangme, endangered languages, language extinction, indigenous languages in Ghana, language vitality and loss

Abstract

This corroborative study is based on research findings by Obeng Gyasi’s (1997) ‘An analysis of the linguistic situation in Ghana,’ and Akpanglo-Nartey & Akpanglo-Nartey’s, ‘Some Endangered Languages of Ghana’ (2012). Three indigenous Ghanaian Languages (Ewutu-Efutu, Ga and Dangme) were studied by Akpanglo-Nartey (2012) and the conclusion was that “a lot of the indigenous languages of Ghana are in danger and could even be lost in the next few generations”. Again, Obeng Gyasi (1997: 78) in his concluding remarks stated that, “in fact, there are quite a number of Ghanaian languages that one can conveniently label as threatened or embattled”. To ascertain the extent of damage done to both Ga and Dangme Languages, the researchers used UNESCO Language Vitality & Endangerment Assessment Tool (2003) to assess the Ga-Dangme Language along two dominant languages used in Ghana; Akan and English Language. Observation was used as a tool to collect data and then analysed qualitatively. The results confirmed that indeed, the Ga-Dangme Language is ‘definitely endangered’ because the language is used mostly by very few speakers, of parental generation up. Finally, the paper suggests ways in which Ga-Dangme could be preserved from further damage or loss. Ultimately, this paper has implications for further research on language extinction.

Author Biographies

  • Prince Yaw Adjei, Al- Faruq College of Education, Wenchi, Ghana

    Prince Yaw Adjei, Tutor, Department of Languages, Al- Faruq College of Education, Wenchi, B/R, Ghana. His research interest is in the area of Language and Literature.

  • Emmanuel Kwame Okrah, Department of Languages, St. Ambrose College of Education, Wamfie, Bono Region, Ghana

    Emmanuel Kwame Okrah, Tutor, Department of Languages, St. Ambrose College of Education, Wamfie, Bono Region, Ghana. His research interest is in the area of Language and Literature.

  • Bright Oppong-Agyei, St. Joseph's College of Education, Bechem, Ghana

    Bright Oppong-Agyei, Tutor, Department of Languages, St. Joseph’s College of Education, Bechem, Ghana. His research interest is in the area of Pedagogy and Computer Assisted Learning and Assessment.

  • Emmanuel Asante, St. Joseph's College of Education, Bechem, Ghana

    Emmanuel Asante, Tutor, Department of Languages, St. Joseph’s College of Education, Bechem, Ahafo Region, Ghana. His research interests include; Language, Phonology, Semantics, Literature, Pedagogy, Gender & Inclusive Learning and Computer Assisted Learning. orcid.org/0000-0002-5774-396X.

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Published

2022-07-10

Issue

Vol. 5 No. 1 (2022)

Section

Articles

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