Showing posts with label literacy. Show all posts
Showing posts with label literacy. Show all posts

Sunday, January 06, 2019

Writing Bambara wrong & a petition to VOA

Why does the Voice of America (VOA) Bambara service's web content use a frenchized transcription of Bambara while Radio France International (RFI) uses the Bambara orthography?

Screenshot from page on VOA Bambara website. In Bambara orthography:
Jamana tigi: Ibrahima Bubakar Keyita ye Sankura foli kɛ ka ɲɛsin jamana
denw ma. (Presidential New Year's address to the people of the country)
This question comes to mind in light of a petition being circulated by the Cercle Linguistique Bamakois asking that VOA follow the Bambara orthography on its web presence. (An English version of the petition is included at the end of this post.)

According to Sam Samake, a language specialist in Bamako, VOA's rationale for its current approach is to reach a large number of listeners who do not read or write Bambara in the official orthography,1 but who have been schooled in the French language system. In the view of Dr. Coleman Donaldson, a researcher on Manding languages (which include Bambara), this is part of a pattern of disregard for the spelling and orthographic conventions adopted by the Malian government and used now in many in primary schools.2 (This system happens also to harmonize with orthographies of neighboring countries due to the process that included the Bamako 1966 and Niamey 1978 conferences.)

Use or non-use of African language orthographies - and implications of respect or disrespect that accompany that choice - is not at all a new discussion. Coleman has a more recent examination of the broader problem as it appears in Mali, in a book chapter:3
"In a context where there is no shortage of people trained in official Bamanan orthography, the fact that the multinational telecommunications firm Orange fails to respect the official conventions is not simply a case of shoddy work; it is in fact part of the message."
Screenshot from RFI Mandenkan homepage. (Days & times of broadcasts).
In fact, as Sam pointed out, Malian government personnel, including for example everyone in the national broadcasting service, ORTM, have been trained in this orthography.1 So it does not appear at all accidental that major international entities like VOA and Orange opt to write Bambara as they please.

In this context, it is interesting to note RFI's decision on "Mandenkan" web content. Mandenkan, or Manding, is a group of largely interintelligible languages including Bambara (or Bamanankan) in the Mande family. RFI uses what looks like Bambara in the proper Malian orthography. That said, the amount of text in the language is limited to a static page on its main site (from which the image above was drawn), and some text in older posts on its Facebook page.

L2 literacy & L1 illiteracy?



VOA's decision to use a frenchized (or Frenchified) transcription of Bambara - which it should be noted has no standard form, pretty much by definition - is apparently premised on the notion that many people in their audience don't read the standard Bambara orthography. There may be something to this, to the extent that in Mali, formal education is mainly or exclusively in French, and people who read French can sound out text with spellings reflecting French phonetics.

However this reasoning (or rationale) has at least two problems. First, it is not clear how much of the audience cannot read Bambara written in the official orthography. Have there been any surveys? And secondly, for a native speaker of the language, the official orthography would not seem that hard to work through.

On the latter point, a word about multilingual literacy, or its absence, in Africa. The fact that many people in Africa have been taught to read in a Europhone language (French, in the case of Mali), which for the vast majority is a second language ("L2"), but never formally taught in their first language ("L1") or local lingua franca (like Bambara in Mali), leads to situations where many people are not comfortable reading in their familiar African languages. I've been among those calling attention to the problem in using one measure of literacy in such multilingual contexts.4

However, that's not the same as saying an L2 (and non-L1) literate person should access their L1 only with the phonetcs of the L2. The bridge from L2-only literacy to L1 literacy is not as long as that from illiteracy to basic literacy of any kind. And the Latin-based orthography of Bambara (what we are talking about here) is not that difficult to master. After all, it doesn't seem to have put a crimp in RFI Mandenkan's effectiveness.

Tech issues: A problem? And a potential


One needs to ask if maybe a hidden issue with VOA and the Bambara orthography isn't the issue with keyboards and input. Is it possible that a simple input solution enabling the VOA Bambara service staff to type the special characters used in Bambara could change this discussion?

Also, could VOA use the perceived shortcomings in audience mastery of the Bambara orthography to engage their audience with some kind of online learning app? This would certainly generate a more favorable buzz than what the current situation is doing.

Petition to VOA


The only version of the petition I am aware of is the one in French on the Change.org site. A Bambara version would be logical - as a "medium is the message" statement if nothing else - but I have not seen any. Appended below for information of people who do not read French, but do read English, is a quick translation5 of the text of the petition into the latter:
Voice of America journalists must respect the Bambara orthography
Considering that Mali, since its accession to independence and through all the successive regimes, has emphasized the importance of the languages and cultures of the country;

Considering that the question of languages spoken in Mali is included in the country's constitution;

Considering that for decades there have been departments dedicated to the question of the languages of Mali;

Considering the remarkable work done by Malian and foreign linguists on the languages spoken in Mali from 1960 to the present day;

Considering the intellectual and financial effort made by Mali and its international partners (in particular the African Academy of Languages) in the codification and use of Mali's languages in schools and in the media;

Considering the learning and the respect of these standards in writing as an obligation in order to perpetuate the work of codification carried out;

Considering that the state of Mali through the dedicated departments guarantees these standards;

Considering that the journalists of the Mandenkan team of RFI (Radio France Internationale) have been trained and correctly use the spelling rules of Bambara;

Considering that the Bambara team of the Voice of America (VOA) does not respect any Bambara spelling rules;

We hereby call on the State of Mali (through the Ministry of National Education / Malian Academy of Languages) and the African Academy of Languages to remind the Voice of America of strict respect for the spelling rules of Bambara on the VOA Bambara page.

Recommend for this purpose:

The training of Bambaraphone journalists of VOA in the spelling rules of Bambara.

What about Hausa?


This discussion would not be complete without mention of the continued use of ASCIIfied Hausa by the international radio operations, including VOA and RFI. And how is it that RFI gets Mandenkan (Bambara) right, but not Hausa?
_______
1. He mentioned this in a discussion about the topic on the Facebook African Languages group page (2 Jan. 2019). Sam is a former Peace Corps/Mali language program instructor and administrator. We have known each other since the slightly famous Peace Corps pre-service training in Moribabougou, Mali in 1983.
2. See Coleman's blog post on this topic and the VOA petition, "Voice of America's Bambara Orthography and a Petition," on his interesting site about Manding languages (which include Bambara), An ka taa.
3. Coleman Donaldson. 2017. "Orthography, Standardization and Register: The Case of Manding." In P. Lane, J. Costa, & H. De Korne (Eds.), Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery (pp. 175–199). New York, NY: Routledge.
4. See, for instance, "Multilingual Literacy Day, 2014" (8 Sep 2014).
5. Based on what Google Translate produced, which was much more useful than Systranet's output.

Thursday, September 08, 2016

International Literacy Day: Let them write!

One of the most common objections I have heard from international development colleagues about literacy training in African languages is "What will they read?" While it is true that relatively little is published in some African languages, and next to nothing in others, such a view has problems on several levels. For example, it's easier to learn in one's first language, literacy skills in one language facilitate learning other languages, and there is a cultural cost to always and only associating formal learning with a Europhone second language. But one of the most important in my opinion, and one that I have offered as a primary defense of literacy in first languages of Africa, is that neo-literates* can write - maybe just a little, like a ledger, or maybe a lot, in stories that express and communicate in their own way.

So it is a pleasure to see the theme for this year's International Literacy Day (ILD; 8 September 2016): "Reading the Past, Writing the Future."

Are there examples of newly literate people in Africa writing in African languages? Yes of course. One is the Senegalese organization Associates in Research and Education for Development (ARED), which has actually published writing by its students. I have also heard of literacy students just writing with this new tool. There are certainly many more.

With the association of literacy with goals of "lifelong learning" - per the 2030 Agenda for Sustainable Development - there should be a way to support and encourage neo-literate writing in first languages on a wider and more systematic basis. Not just for fun, though hopefully at least that, but for adding many diverse voices to writing the future.

Additional notes


Two African organizations were recognized this year with the UNESCO Confucius Prize for Literacy (which along with the King Sejong Literacy Prize are awarded annually on ILD):
  • the South African Department of Basic Education’s ‘Kha Ri Gude Mass Literacy Campaign
  • the Direction de l’alphabétisation et des langues nationales in Senegal for its ‘National Education Programme for Illiterate Youth and Adults through ICTs
Both programs sound interesting. I'd like to know more about how the Senegalese program used its national languages (and which ones) in ICT.

For a very interesting discussion of ILD from Malawi, see Steve Sharra's blog, Afrika Aphukira: Literacy, Language and Power: Thoughts on International Literacy Day 2016

* "A neo literate is an individual who has completed a basic literacy training programme and has demonstrated the ability and willingness to continue to learn on his or her own using the skills and knowledge attained without the direct guidance of a literacy teacher." APPEAL - Training Materials for Continuing Education Personnel (ATLP-CE) - Volume 2: Post-Literacy Programmes (APEID - UNESCO, 1993, 112 p.)

Saturday, October 31, 2015

Telling, writing and reading stories

mEducation Alliance logo
On Friday I had the chance to join the fifth annual mEducation Alliance Symposium and it got me thinking again about stories. Everyone has a story, as they say, and sometimes many. Technology may facilitate the telling of those stories, and it will be interesting to examine in more depth the work of organizations that are exploring this potential.

One of the things noted in some literacy efforts is how newly literate people will express themselves in the new medium - writing (literacy is not just learning how to read, a fact that is sometimes forgotten). Other efforts even going back some years have had interesting results putting video recorders in the hands of people who never had access to it and letting them document their livelihoods.

Now with smaller and more powerful devices in the hands of more people in more places, the issue becomes how to exploit the potential not only for delivering content from the usual centers and sources (with no disrespect...), but also for facilitating creation and collaboration by more people in more languages (including heretofore less-resourced ones), linking speech, text, and images in new ways. And then, how to bring rapidly evolving machine translation technology into the process.

Focus on the stories - from the autobiographic, to fiction, to community histories, to practical experiences...

I hope to come back to this soon with reference to at least a couple of current projects.

Friday, July 24, 2015

UNESCO literacy prizes for Mozambique & Madagascar

On Wednesday 22 July, UNESCO announced the recipients of the 2015 prizes for literacy efforts. Organizations in five countries (of which two in Africa - Madagascar and Mozambique) each received one of two categories of prizes:
  • The UNESCO King Sejong Literacy Prize (2 annually)
    • Associação Progresso, Mozambique
    • National Institute of Education
      National Institute of Education, Sri Lanka
  • The UNESCO Confucius Prize for Literacy (3 annually)
    • La Plateforme des associations chargées de l’ASAMA et du post-ASAMA, Madagascar
    • La Escuela Juan Luis Vives de Valparaíso, Chile
    • Svatobor, Slovakia

King Sejong Literacy Prize


Of the two prizes, the King Sejong prize, named after the Korean monarch who designed Hangul (the Korean script), "gives special consideration to the promotion of mother-tongue languages in developing countries."

The Associação Progresso was described in the UNESCO release as "a Mozambican nongovernmental organization recognized for its effective ‘Literacy in Local Languages, Springboard for Gender Equality’ programme in Mozambican languages. It has achieved good results by building on international standards and research, training facilitators and involving the community in designing, monitoring and improving delivery."

Some background on Associação Progresso is available in a 2009 report mentioning its activities:*
“This case involves a partnership between Associação Progresso in Mozambique, and CODE, a Canadian organisation specialised in the promotion of quality primary education. Progresso and CODE have been working to increase the quality of education in the two Northern provinces of Mozambique for over 15 years. The activities in their joint programme, 'Promotion of a Literate Environment in Mozambique,' include the provision of reading and learning materials in Portuguese and local languages, skills development for primary teachers and adult literacy teachers, and training of education officers in specialised functions such as education planning, in-service training, and the monitoring of teaching and learning.

Progresso and CODE work in close cooperation with the Mozambican Ministry of Education and Culture at the national and provincial levels. Their experience and innovative practices have influenced government policy, notably through the inclusion of a bilingual curriculum in the Government of Mozambique’s Education Sector Strategic Plan. ...”
It is unfortunate that such descriptions do not name the languages involved. If the activities are still concentrated in the north of the country, the languages might include for example: Makhuwa; Lomwe; Yao; and Nyanja.

Confucius Prize for Literacy 


The other prize, named after the ancient Chinese philosopher Confucius, recognizes "the activities of outstanding individuals, governments or governmental agencies and NGOs whose work in literacy serves rural adults and out-of-school youth, particularly women and girls." Often these also involve first languages.

According to the UNESCO release, La Plateforme des associations chargées de l’ASAMA et du post-ASAMA (Platform of Associations in Charge of ASAMA** and Post-ASAMA) is "an NGO in Madagascar that developed a comprehensive approach to achieve the Millennium Development Goals (MDGs) by establishing partnerships between the national authorities and 66 other NGOs. The programme provides a range of literacy courses for illiterates who account for 40% of the population, technical and vocational training at all levels and supports graduates in their efforts to find employment or start their own business."

It is not specified which language or languages are used, and I haven't found further information on that question elsewhere, but it may include literacy in Malagasy.

Past African winners of UNESCO literacy prizes

In past years, other African organizations have also received UNESCO literacy prizes. A list of African awardees over the previous seven years is presented below, with brief information on languages, where available.

Year King Sejong Literacy Prize Confucius Prize for Literacy
2014L’Association pour la promotion de l’éducation non formelle du Burkina Faso (BF-APENF), Burkina Faso.
- "activities in five local languages"
L’Association algérienne d’alphabétisation « IQRAA » (which means "read" in Arabic), Algeria.

Bridges to the Future initiative of Molteno Institute for Language and Literacy, South Africa & International Literacy Institute, USA.
- "reaches primary school children and illiterate adults through a specially designed multilingual computer program that tries to bring a more cohesive learning experience to the learner."
2013 La Fédération des associations de promotion des langues du Guéra, Chad
- literacy in maternal languages of Guéra region
Savoir pour mieux vivre (SAPOMIVIE), Ivory Coast.
- literacy in maternal languages and a publication "translated into 23 languages including Senufo and Bambara. Maninka, Attié, Abidji, Kulango or Dan syllabaries are used." (Gban is also mentioned) 

Directorate of Adult Education of the Ministry of Education, Namibia
- "basic literacy course consists of a 3-year training, averaging some 240 hours per annum. The first two years combine basic mother tongue functional literacy, offered in eleven local languages and life skills. English is introduced during the third part of the training."
2012 National Adult Literacy Programme, Pentecostal Church, Rwanda.
- (no specific mention of languages)

(Honorable mention)
Programme d’alphabétisation fonctionnelle à l’intention des femmes et des filles à travers des groupes de femmes et la formation tout au long de la vie of the Direction de l’alphabétisation et de l’éducation des adultes, Niger.
- "covers not only reading, writing and counting in the mother tongues but also life skills and practical and productive activities"


(Honorable mention)
Programme d’alphabétisation et de post-alphabétisation : autonomisation et intégration socio-économique des femmes marocaines of the Direction de l’élimination de l’analphabétisme, Morocco
- (no specific mention of languages) 
(no African recipients this year)
2011 Service national d’alphabétisation, Burundi.
- "The government-funded courses take place in more than 900 centres across the country and are delivered in the national language, Kirundi."
Collectif ALPHA UJUVI, D.R. Congo.
- "... Peace Hut scheme ... runs alongside literacy classes for adults and young people in both Swahili and French."
2010 General Directorate of Adult Training, Cape Verde.
- "Portuguese language lessons draw on real life in Cape Verde and are held in the national language, Crioulo, in all of the 17 education and adult education centres scattered throughout the archipelago."
Females for Families program of the Governrate of Ismailia, Egypt.
- (no specific mention of languages)

(Honorable mention)
Women Land Rights Project, Coalition of Women Farmers, Malawi.
-  (no specific mention of languages)
2009 Tin Tua, Burkina Faso.
- "curriculum in five local languages covering basic literacy and numeracy skills along with practical knowledge about health, hygiene, human rights, gender and farming."
(no African recipients this year)

2008 Reflect and HIV/AIDS program of People's Action Forum, Zambia.
- "The Jury admired the association’s use of local languages in teaching the rural women in their literacy programmes to be autonomous, following the motto: 'rather than wait for government to decide, people should be involved in the decision-making process.'"
Adult and Non-Formal Education Association (ANFEAE), Ethiopia.


Operation Upgrade, South Africa.

[information on the above two awardees from Wikipedia]

________
* Réal Lavergne and Jacqueline Wood, "Civil Society and Aid Effectiveness: Exploration of Experience and Good Practice. A Reference Document" (2nd ed.), Prepared for the Advisory Group on Civil Society and Aid Effectiveness, August 31, 2009.
** ASAMA stands for Asa sekoly avotra ho an'ny Malagasy in Malagasy and Action Scolaire d'Appoint pour les Malagasy Adolescent in French.

Wednesday, July 22, 2015

Literacy in Senegal; languages unmentioned

I first got interested in African languages after my experience working in the field in Togo, where so much happened around me in languages that I never mastered beyond greetings and a few phrases. Later in Mali and Guinea, I made special efforts to learn their languages for working and living on community levels. This experience and subsequent research and observation have convinced me of the importance of African languages in development work (even for foreigners and outside-funded projects), and attuned me to how language is and is not mentioned in various discussions and descriptions of development work in Africa.

Source: EDC, "Youth Volunteers Can Contribute to Significant Reading
Gains: Evidence from the HYVALL project in Senegal
," March 2015
So it was with interest that I looked at some articles on the "Harnessing Youth Volunteers as Literacy Leaders" (HYVALL) project in Senegal, which is funded by USAID under its All Children Reading Grand Challenge program, and implemented by YMCA Senegal with the US non-governmental organization, Education Development Center, Inc. (EDC). I found it striking that one, and another, and then another article about this literacy effort made no mention at all of the language or languages used.

Only when listening to a YouTube video by two members of  YMCA Senegal could one learn that the students were discussing French lessons in "mother tongues" (French being the medium of instruction). But those languages for some reason were not named (presumably Wolof, the most spoken language in Senegal, is one of them).

This is an interesting approach, making more formal outside of school and via peer tutoring the informal practice sometimes seen in African classrooms of the teacher explaining aspects of a lesson formally given in the Europhone language of instruction in the students' first language. However it also raises the question whether HYVALL makes any effort to expand students' literacy skills in their first language, and towards achieving "pluriliteracy" - or "multilingual literacy" in all their spoken languages.

I've discussed pluriliteracy in African Languages in a Digital Age (pp. 40-41), as well as in a blog posting last year. Puriliteracy may not be the explicit goal of education or literacy efforts in Africa, although mother-tongue based/multilingual education may imply that outcome to a degree, and literacy in different languages or scripts is rarely if ever discussed in statistics. However it would seem to merit prioritization by programs such as All Children Reading.

As much as mention of languages, and African languages in particular, might be omitted from communication about foreign-funded literacy projects, African languages seem often to be absent from the design and content of the projects themselves.

Thursday, April 30, 2015

Same-language subtitling for African languages?

The current edition of The Economist has a feature on "same-language subtitling" (SLS) as a literacy tool in India, entltled "Literacy in India: A bolly good read." Could SLS be used with African languages to promote literacy in Africa?

SLS is a bit like closed captioning in that it includes text in the language being spoken (or sung in), but the target is people who can hear and understand the language but are still learning to read. My limited understanding of subtitling is also that subtitled text gets more (or at least different) attention in production and display than does closed captioning.

The idea of SLS for literacy is not new, having been conceived two decades ago by Dr. Brij Kothari, who has continued work on development and use of the technique in India through the Indian Institute of Management Ahmedabad and later his NGO, PlanetRead.

More broadly, the idea of using subtitles in the same language goes back at least a half-century to sing-along shows (such as the 1960s American "Sing Along With Mitch" TV program; a contemporary example is Disney's release of a "sing-along" version of the 2013 film, "Frozen"). Many Chinese film and TV productions, as the Economist article mentions, subtitle in hanzi which can be read by speakers of different Chinese languages written with them (Mandarin dialects, Cantonese).

However, as far as I've been able to tell, there is not yet any use of SLS for African languages - at least on a systematic basis.

SLS in African languages?


A recent tweet by the Ghanaian NGO, Kasahorow, raised hopes of an example of SLS in the Akan language:
However, the YouTube videos are actually static images the of the lyrics with instrumental music in the background. Perhaps a step to SLS? Kasahorow, one should note, has quietly been doing a lot of production of learning and reference materials, plus some apps, for various African languages from around the continent. It would seem from afar that a collaboration between Kasahorow and PlanetRead could produce some very interesting results.

The topic of SLS came up in a session at the African Language Teachers Association/NCOLCTL conference last Saturday (25 April 2015). Two faculty from the University of Florida's Program in African Languages - Dr. James Essegbey and Dr. Charles Bwenge - presented on use of videos in Akan and Swahili (respectively) for L2 learners of those languages, and issues with production and access. A possible evolution of this kind of resource is to include subtitles/captions for the dialogues. While the subjects of these videos, and often the deliberate pace of speech in them (to facilitate L2 learners' understanding) may make most of them unsuitable for L1 (native) speakers, some of the more sophisticated ones might possibly be useful for literacy.

There is a significant amount of film, video drama, and music video production in African languages, and that is likely to increase. Use of SLS in popular releases might present a significant resource for L1 literacy in those languages, L2 language learning, and written use of African languages generally.

Final notes: I first learned of Dr. Kothari's work on SLS in the mid to late 1990s. The topic of SLS is mentioned in passing in two earlier postings on this blog:


Addendum, 1 May 2015

I understand from Brij Kothari that PlanetRead and Kasahorow have indeed collaborated virtually on one project to produce animated stories with SLS in Swahili. [See also his comment to this post.]

Addendum, 6 May 2015

I understand from James Essegbey that the Swahili videos shown by Charles Bwenge have subtitle capability.

Friday, January 02, 2015

More on written Malinke

The previous post highlighted issues with choice of Malinke orthography, and with spelling, in an ebola poster. Thanks to several responses* to a message about this sent to the Mande Studies Association (MANSA) list, I'm able to give more information on the situation of written Malinke in Guinea.

First, as background: Malinke (known to its speakers as Maninka) is a Manding language (within the Mande group) spoken primarily in upper Guinea as well as in southwestern Mali. It is closely related to Mandingo (Mandinka), Bambara (Bamanan), and Dyula (Jula) spoken in several countries of West Africa. There are four ways of writing the language in Guinea, of which the first two in the list below are Latin-based. The Latin-based and Arabic-based (Ajami) transcriptions include modifications to letter values to accommodate the sounds in the language - a process observed with other languages of the region as well.
  1. Pre-1985 orthography (developed by the newly independent Guinea using available characters and accents on French typewriters, for use in all Guinean languages)
  2. Current or "reformed" orthography (harmonized with usage in neighboring countries per the African Reference Alphabet, which incorporates some characters used in the International Phonetic Alphabet)
  3. Ajami (Arabic-based; I understand that this is more commonly used in Mandingo/Mandinka of Gambia and Senegal than for any other Manding language)
  4. N'Ko (created by Solomana Kante in 1949 and spread since then by an active grassroots movement; it is incidentally the only system in which one consistently marks tones)

The information from responses to my message on MANSA is that N'Ko today is the most used system for writing Maninka in Guinea. It evidently was finally recognized by the Guinean government in 2011.

The current Latin-based orthography (#2) is used by literacy efforts, but has not been taught in schools, so is not widely used (language of instruction policy in Guinea would be another discussion). The old Latin-based orthography (#1), which was taught in schools through 1984, is still used by people familiar with it. Apparently people not familiar with the current Latin-based system (due mainly to the unfamiliar extended characters borrowed from IPA) are more comfortable with the old orthography. However, the irregularities in use of the latter observed in the previously discussed ebola poster are said to be common in other writing.

Some suggestions:
  • Development communication and health education efforts in Upper Guinea should prioritize use of N'Ko. 
  • If Latin transcriptions are used, it may make sense to make use of both Latin transcriptions. Conversion from one to the other should be simple (a guide and perhaps a software tool could be developed to facilitate this).
  • In any case, material in any Malinke transcription - whether composed or translated - should be reviewed (per 2Ds & 4Rs), preferably before publication. While it may be that irregular spelling can still be understood, the range of alternate spellings could lead to misunderstanding and will make sharing and re-use problematic.
  • On a broader scale, primary education in countries where extended Latin alphabets are used (such as those of West Africa) should teach the expanded alphabet to children, regardless of the language of instruction. This would facilitate first language literacy, and could be done in a way that does not confuse students.
* Thanks to Valentin Vydrin, Ibrahima Sory Condé, and John Hutchison for their responses and information.

Monday, September 08, 2014

Multilingual Literacy Day, 2014

It's actually International Literacy Day today (8 September), but given how often in the case of multilingual societies statistics on literacy are not clear on what they are measuring and assuming, I'm taking liberty with the title of this brief post.

Recalling how often one encounters or hears of people schooled in Africa - and literate or even highly educated - who say they cannot read their first language, it is worth asking why literacy for polyglots is not more often multilingual literacy. The technical term for this is pluriliteracy (multiliteracy seems to be more often used for ability to read and use diverse media).

Additional thoughts (the morning after)

First, the theme of the 2014 observation of International Literacy Day - "Literacy and Sustainable Development" - highlights an important link. Literacy isn't just nice to have, but fundamental, and this bears reiterating.

Second, my initial comments above come from a long interest in the subject of multilingual literacy or pluriliteracy, especially in Africa. I found it striking that people could go through extensive schooling without ever seeing their maternal languages in print, or learning established (even if historically recent) rules of orthography for them - and then to read discussions of literacy in societies in which these people grew up described as a single thing (as if we were talking about literacy in a monolingual region of the US or China). A regional news summary on the UNESCO site entitled "Celebrating International Literacy Day 2014 in the Sahel countries," for instance, lists many activities, but only in Burkina Faso is there any mention of which languages were involved: "articles related to literacy in French and local languages."

My active interest in this topic goes back to the beginning of the UN Literacy Decade in 2003 when I set up a discussion group on literacy theory, practice, and policy in multilingual contexts worldwide, called "Multilingual Literacy" (Literacy in Multilingual Societies). It sought to promote consideration of questions such as:
  • What approaches to adult literacy and basic education for children work best on the countrywide, community and individual levels in multilingual societies?
  • Should measures of "literacy" (% literate) be more complex in countries or communities where multiple languages and maybe even scripts are used?
  • What other issues arise with various approaches to literacy in countries where many languages are spoken (e.g., language survival, national unity, prioritizing limited education resources, production of materials for post-literacy, role of ICT, meaning of literacy to the people...), and how can they be addressed?
  • What about terminology and related concepts? (e.g., multiliteracy, pluriliteracy, multi/bilingualism)
Here's hoping that the next International Literacy Day pays more attention to pluriliteracy in multilingual societies...