ABSTRACT
The work looks into the factors affecting language choice in a multilingual society, from a sociolinguistic point of view. This study brings to light a number of what affect individuals language choice. This work comprises of four chapters. The first chapter talks about the introduction, the second chapter is the literature review, the third one deals with data presentation and analysis, lastly, the fourth chapter discusses the findings, recommendations and conclusion.
1.0 Introduction This paper explores factors that inform language choices that are made by multilingual speakers in Larteh. People who speak more than two languages are often confronted with making the right language choice within a particular domain. Language choice is informed bythe kind of participants in a communication situation, the topic, social distance and also location. Studies on language use in multilingual communities in Africa abound (see Yakubuet al 2012; Kamwangamalu 2000; Ncoko et al 2000; Bodomo et al 2009 among others).Brokensha (1966) and Johnson (1973, 1975) constitute significant research on language usein Larteh. Whereas Brokensha (1966), an ethnographic study, briefly discussed the subject of language use in Larteh in his introductory chapter, those by Johnson are thorough studies ofthe subject matter. In his introductory chapter, Brokensha presented an overview of the linguistic situation of Larteh, and also the functional distribution of the three major languages: Leteh, Twi and English. Leteh was described as a domestic language, which was learnt by children as their first language. English was learnt at school and school lessons were taught in Twi. To some extent, Twi was considered to be a prestigious language, and associated with education and Christianity. In church, English was used out of necessity,especially when there were non-Africans in the congregation. Brokensha further commented that language used in church was Twi even when the congregation was made up of only Leteh speakers. In this regard, he cited the example of the Pentecostal church at Larteh where all the worshipers were Leteh speakers and yet, Twi was used. Besides the use of English in school, it was spoken by educated adults in conversation. School children who wished to practise their oral skills or impress non-literates also used English outside the classroom setting. The present study will verify if the functional distribution of the three languages as described by Brokensha still persists in Larteh.Johnson (1973) was an in-depth study of the patterns of language use in Larteh, as an example of a bilingual community. The work described all aspects of language use in the Larteh community, and his findings corroborated those by Brokensha (1966). Johnson further stressed the domestic function of Leteh by commenting that although school children spoke Twi and English for practice at home, it was often considered rude and disloyal, especially when spoken in the presence of adults. The author commented that the home was essentially a monolingual environment at Larteh. With regard to language choice at church, the author further noted that Twi was the language of the Bible, hymnals and prayer books. English wasused only when visitors were present, as was the case when the author and his wife visited the Larteh Presbyterian Church as part of his field trip.
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Delimitations of the Study
1.7 Limitation of the study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Review of Related Literature
2.2 Empirical Studies
2.3 Theoretical Framework
CHAPTER THREE: RESEARCH METHOD
3.1 Introduction
3.2 Area of the Study
3.3 Research Design
3.4 Population of the Study
3.5 Sample and Sampling Technique
3.6 Research Instrument
3.7 Validation of the Instrument
3.8 Data Collection Technique
3.9 Data Analysis Technique
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS
AND DISCUSSION
4.1 Introduction
4.2 Data Presentation
4.3 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
5.2 Summary of Findings
5.3 Conclusion
5.4 Recommendations
5.5 Suggestions for Further Research
References
Appendix