Equity Barriers in Identifying Gifted Multilingual Learners: Evidence from Tamale Metropolis, Ghana

Abstract

This study examines the equity barriers affecting the identification and support of gifted multilingual learners in the Tamale Metropolis, Ghana. Despite the presence of diverse linguistic abilities, multilingual learners frequently face systemic disadvantages arising from the dominance of English as the sole medium of instruction, narrowly defined criteria for giftedness, and the absence of structured support systems in schools. Employing a qualitative case study design, data were gathered from 30 participants including teachers, headteachers, students, parents, and Ghana Education Service officials using semi-structured interviews and focus group discussions. Thematic analysis revealed that learners who demonstrated advanced creativity, problem-solving skills, leadership potential, and strong oral competencies were often overlooked because giftedness was equated primarily with English proficiency and high test performance. Weak implementation of mother-tongue education policies, limited teacher preparation in culturally responsive identification, and persistent misconceptions about multilingualism further compounded these inequities. The study recommends strengthened teacher training, diversified identification procedures, school-based enrichment initiatives, and policy reforms that explicitly value linguistic diversity. Recognising multilingualism as a cognitive and cultural resource is essential for promoting equity and unlocking the full potential of gifted learners in Ghana’s basic schools.