Hierarchical multilingualism and the marginalisation of Ga in lower-primary classrooms in urban Ghana

Although Ghana’s national language policy mandates the use of local languages in lower primary education, classroom realities reveal a divergent linguistic ecology shaped by urban multilingualism, socioeconomic pressures, and entrenched language ideologies. This study examines the growing marginalisation of Ga, the indigenous language of the Greater Accra Region, in lower-primary classrooms across six Ga communities. Using a qualitative exploratory design, data were collected through classroom observations, teacher interviews, learner focus group discussions, and a community forum. Thematic analysis revealed a pattern of hierarchical multilingualism in which English occupied the highest position as the language of academic legitimacy and socioeconomic aspiration, while Twi functioned as the dominant medium of comprehension, peer interaction, and pedagogical mediation. Ga, by contrast, appeared minimally and inconsistently across instructional and social domains. Learners expressed stronger preference for English and Twi, associating English with future success and Twi with ease of understanding. Limited use of Ga was attributed to reduced exposure in homes and communities, teachers’ linguistic backgrounds, multilingual household practices, and the dominance of English and Twi in surrounding urban spaces. Community members described Ga’s decline as rapid and existentially threatening, raising concerns about cultural identity and intergenerational language transmission. The study concludes that the erosion of Ga reflects broader processes of linguistic hegemony and urban multilingualism, highlighting the need for coordinated community-driven and policy-supported revitalisation strategies.