Literacy in My Language? Principles, Practices, Prospects

Abstract

This chapter explores the dilemmas in providing literacy in local languages, drawing on practices in Cameroon, Papua New Guinea, and Senegal. It sets questions of multilingual policies and practices in the context of international education frameworks and examines parallels and contrasts in the three countries. With a focus on literacy in minority or non-dominant languages, it then compares their policy and practice from the perspective of multilingualism, policy formulation, and programme structure. Next, the prospects for literacy provision in local languages are assessed, with emphasis on the need to address policy considerations, community engagement, the nature of the learning process, and the fact that languages are simultaneously both instruments of communication and symbols of identity. The chapter shows how literacy in non-dominant languages increases educational opportunity and cultural affirmation for those in minority communities without literacy competence and strengthens their equitable place in society.

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