Literacy Development in a Multilingual Society: Eii i f …€¦ · · 2017-03-09Literacy...

Literacy Development in a Literacy Development in a Literacy Development in a Literacy Development in a Multilingual Society: Multilingual Society:

E i f Ni iE i f Ni iExperiences from NigeriaExperiences from Nigeria

D O ik AdDr. Oyenike AdeosunUniversity of Lagos, Nigeria

Visiting Professor, CICECentre for the Study of International Cooperation in Education (CICE),Centre for the Study of International Cooperation in Education (CICE),

Hiroshima UniversityHiroshima University

Iss esIss esIssuesIssues

Multilingualism is a norm AfricaMultilingualism is a norm AfricaIlliteracy is a major barrier to development in Illiteracy is a major barrier to development in Illiteracy is a major barrier to development in Illiteracy is a major barrier to development in subsub--Saharan AfricaSaharan AfricaIs literacy and multilingualism mutually Is literacy and multilingualism mutually Is literacy and multilingualism mutually Is literacy and multilingualism mutually exclusive?exclusive?Literacy in what language in a multilingual Literacy in what language in a multilingual Literacy in what language, in a multilingual Literacy in what language, in a multilingual setting?setting?What kind(s) of literacy in a globalized world?What kind(s) of literacy in a globalized world?What kind(s) of literacy, in a globalized world?What kind(s) of literacy, in a globalized world?A concern for NigeriaA concern for Nigeria

16 May 201116 May 2011 Multilingualism & Literacy in Multilingualism & Literacy in NigeriaNigeria

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Introd ction Introduction

World focus on literacyClose ties to development (individual and national)

Literacy empowers people for development and development requiresLiteracy empowers people for development and development requires educated, skilled and competent people

Illiteracy synonymous povertycountries with the lowest levels of literacy are also the poorest

i lleconomically. Changing nature of literacy

Basic literacy (read, write, in different contexts)F ti l lit ( d it t ith d d f d lif )Functional literacy (read, write, to cope with demands of everyday life)

Everyday demands increases as world advancesEnlightenment literacy (read, write, to transform self and community, involves a range of literacies and competencies)involves a range of literacies and competencies)

Changes due to globalization and information society


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M ltili li i Af iM ltili li i Af iMultilingualism a norm in AfricaMultilingualism a norm in Africa

In Africa…there are between In Africa…there are between 1,250 and 2,1001,250 and 2,100 languages and the languages and the degree of multilingualism varies greatly. About 105 million people degree of multilingualism varies greatly. About 105 million people speak aroundspeak around 410410 languages inlanguages in NigeriaNigeria 30 million people in30 million people in ZaireZairespeak around speak around 410410 languages in languages in NigeriaNigeria, 30 million people in , 30 million people in Zaire Zaire use use 206 206 languages and languages and EthiopiaEthiopia has has 9797 languages for a languages for a population of about 45 million.... In population of about 45 million.... In CameroonCameroon 185 185 languages are languages are used by 8 million people…3 million inhabitants of used by 8 million people…3 million inhabitants of BeninBenin are are

dd 5858 l hil 2 illil hil 2 illi C lC l h t th ih t th ispread over spread over 5858 languages while 2 million languages while 2 million CongoleseCongolese have at their have at their disposal disposal 3131 languages…languages…MauritaniaMauritania has has fourfour languages, languages, NigerNigertenten… With a population of about 28 million … With a population of about 28 million TanzaniaTanzania has has 120120languageslanguages MaliMali hashas 1212 languageslanguages Burkina FasoBurkina Faso has abouthas about 6060languages…languages…Mali Mali has has 1212 languages … languages … Burkina FasoBurkina Faso has about has about 6060languages for a population of 9 million…’’ (WolffAbout, 1998)languages for a population of 9 million…’’ (WolffAbout, 1998)

These countries are also known to have the lowest GDP perThese countries are also known to have the lowest GDP perThese countries are also known to have the lowest GDP, per These countries are also known to have the lowest GDP, per capital income ($300capital income ($300--$2000) and literacy rates. Is multilingualism $2000) and literacy rates. Is multilingualism a factor in illiteracy?a factor in illiteracy?


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illiterac also a norm?illiterac also a norm?illiteracy also a norm?illiteracy also a norm?

In absolute numbers, those without literacy In absolute numbers, those without literacy skills are mainly inskills are mainly in SubSub--Sahara AfricaSahara Africa South &South &skills are mainly in skills are mainly in SubSub Sahara AfricaSahara Africa, South & , South & West Asia. (UNESCO, EFA GMR, 2006) West Asia. (UNESCO, EFA GMR, 2006) Between 1985Between 1985--1994 & 20001994 & 2000--2006 the global2006 the globalBetween 1985Between 1985 1994 & 20001994 & 2000 2006, the global 2006, the global literacy rate increased from 74% to 84%. literacy rate increased from 74% to 84%. However, 45 countries have adult literacy rates However, 45 countries have adult literacy rates , y, ybelow the developing country’s average of 79%, below the developing country’s average of 79%, mostly in mostly in SubSub--Sahara AfricaSahara Africa, South & West , South & West Asia. Asia. 19 of these countries have literacy rates 19 of these countries have literacy rates of less than 55%of less than 55% (UNESCO, EFA GMR, 2009)(UNESCO, EFA GMR, 2009)


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Countries’ profilespCountry No of Languages* Literacy Rate (%)** GDP per capita ($)***

Tanzania 120 69.4 1,236

Nigeria 510 69.1 2,082

Cameroon 185 67.9 2,215

Dem. Rep. of Congo 215 67.2 328

Ghana 79 57 9 1 452Ghana 79 57.9 1,452

Mauritania 6 51.2 12,078

Ethiopia 90 35.9 868

Benin 54 34.7 1,468

Niger 21 28.7 684

Mali 57 24.0 1,120

Burkina Faso 69 23.6 1,161

* Eth l (htt // th l )


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* Ethnologue (http://www.ethnologue.com)** UNDP (2009). Lower than global average of 84% ***World Bank, 2008

Nigeria as case study: Nigeria as case study: Nigeria as case study: Nigeria as case study: Facts & StatisticsFacts & Statistics

LocationLocation:: Western Africa, bordering the Gulf of Western Africa, bordering the Gulf of Guinea, between Guinea, between Benin and CameroonBenin and Cameroon,,

PopulationPopulation:148, 023 (2007); 55% below age 18.:148, 023 (2007); 55% below age 18.Approximately 50% of West Africa’s Approximately 50% of West Africa’s populationpopulationPopulation growth rate 2.2% (2007)Population growth rate 2.2% (2007)75% l 25% b75% l 25% b75% rural, 25% urban75% rural, 25% urban

Administrative DivisionsAdministrative Divisions: 6 geopolitical zones; spread : 6 geopolitical zones; spread across 36 states & 1 capital territory (Abuja);across 36 states & 1 capital territory (Abuja);across 36 states & 1 capital territory (Abuja); across 36 states & 1 capital territory (Abuja); and 774 LGAsand 774 LGAs


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Literac RateLiterac RateLiteracy Rate…Literacy Rate…

69.1%, (UNESCO, EFA GMR, 2009). 69.1%, (UNESCO, EFA GMR, 2009). Geographical disparityGeographical disparity: illiteracy is higher in rural: illiteracy is higher in ruralGeographical disparityGeographical disparity: illiteracy is higher in rural : illiteracy is higher in rural areas and in the northern parts of the country areas and in the northern parts of the country

SE 73.5%; SW & SS 70.4%; NC 53.5%, NW 23.2%SE 73.5%; SW & SS 70.4%; NC 53.5%, NW 23.2%State disparity: Lagos (SW) 80.1%, Yobe (NE) 20.3%State disparity: Lagos (SW) 80.1%, Yobe (NE) 20.3%

Gender disparityGender disparity: Male higher, also based on : Male higher, also based on geographical disparitygeographical disparitygeographical disparity.geographical disparity.Age disparityAge disparity: Highest Literacy between 15: Highest Literacy between 15--19 years 19 years (84%)(84%)( )( )Language disparityLanguage disparity: Literacy in different languages: Literacy in different languages--Mother Tongue(s), English and Arabic.Mother Tongue(s), English and Arabic.


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Literac Rate Literac Rate… Literacy Rate… Literacy RateFigure based on self-reported survey

How many people are actually literate?What level of literacy (basic functional or transformational)?What level of literacy (basic, functional or transformational)?Literacy in what language - English, Nigerian languages, Arabic?

‘‘many of the world’s languages are not used as a medium of instruction in many of the world’s languages are not used as a medium of instruction in formal schooling; figures on “literacy” therefore represent literacy in the formal schooling; figures on “literacy” therefore represent literacy in the dominant language of a country, not necessarily in the learner’s mother dominant language of a country, not necessarily in the learner’s mother tongue (UNESCO Bangkok, 2006).tongue (UNESCO Bangkok, 2006).

Disparity due to historical, cultural and socioeconomic factorsColonial antecedentsColonial antecedentsIndustrial capitationsSkewed distribution of wealth (social classes, rural-urban)

Quality and quantity of education a function of social resources (ofQuality and quantity of education a function of social resources (of individual, family and community)

Beliefs and practices, especially about girl-childMultilingual nature of the country


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M ltiling al M ltiM ltiling al M lti ethnic ethnic Multilingual, MultiMultilingual, Multi--ethnic ethnic

Ethnic GroupsEthnic Groups: : Over 470 ethnic groups; distinguished by language, customs & Over 470 ethnic groups; distinguished by language, customs & religious beliefs with varying sizes power and influencereligious beliefs with varying sizes power and influencereligious beliefs, with varying sizes, power and influence. religious beliefs, with varying sizes, power and influence. Major groups include Major groups include HausaHausa and and FulaniFulani 29%, 29%, YorubaYoruba 21%, 21%, IgboIgbo (Ibo) 18%, Ijaw 10%, Kanuri 4%, Ibibio 3.5%, Tiv 2.5%.(Ibo) 18%, Ijaw 10%, Kanuri 4%, Ibibio 3.5%, Tiv 2.5%.Groups in the southern region of the country have traditionallyGroups in the southern region of the country have traditionallyGroups in the southern region of the country have traditionally Groups in the southern region of the country have traditionally had much higher levels of education and employment in the had much higher levels of education and employment in the public sector than groups in the northern regionpublic sector than groups in the northern region..

LanguagesLanguages: : Over 510, about 75% spoken by minority groups.Over 510, about 75% spoken by minority groups.English (official) Hausa Igbo Yoruba (national)English (official) Hausa Igbo Yoruba (national)English (official), Hausa, Igbo, Yoruba (national)English (official), Hausa, Igbo, Yoruba (national)

ReligionsReligions: : Muslim 50%, Christian 40%, indigenous beliefs 10% Muslim 50%, Christian 40%, indigenous beliefs 10%


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Ling istic map of NigeriaLing istic map of NigeriaLinguistic map of NigeriaLinguistic map of Nigeria


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G hi l Di t ib tiG hi l Di t ib tiGeographical DistributionGeographical DistributionZonesZones StatesStates LanguagesLanguages

South-West

Ekiti, Lagos, Ogun. Ondo, Osun, Oyo

11 languagesYoruba (dominant)

S th Abi A b Eb i 8 lSouth-East

Abia, Anambra, Ebonyi, Enugu, Imo

8 languages Igbo (dominant)

South-S th

Akwa-Ibom, Balyeas, C Ri D lt Ed

105 languages (Igbo, Efik, Edo, Igala, Ij Ik I th 100)South Cross-River, Delta, Edo,

RiversIjaw, Ikwere, Izon, others –over 100)

North-Central

Benue, FCT, Kogi, Nasarawa Niger

139 languages (Nupe, Ebira, Tiv, Yoruba Idoma Igede Agatu RonCentral Nasarawa, Niger,

PlateauYoruba, Idoma, Igede, Agatu, Ron, Taruk, Gbari, others –over 120

North-East

Adamawa, Bauchi, Borno Gombe Taraba

224 languages, Hausa & Fulfude dominant Kanuri Tiv Junkun BacamaEast Borno, Gombe, Taraba,

Yobedominant, Kanuri, Tiv, Junkun, Bacama, Bole, others –over 200

North West

Kaduna, Kastina, Kano, Kebbi Sokoto Jigawa

76 languages (mostly endangered), Hausa & Fulfude dominant Kanuri


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West Kebbi, Sokoto, Jigawa, Zamfara

Hausa & Fulfude dominant, Kanuri, Gbari, Bade, others –over 70

C li t d S i li i ti l dC li t d S i li i ti l dComplicated Sociolinguistic landscapeComplicated Sociolinguistic landscape


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With tt d t S i l litiWith tt d t S i l litiWith attendant Social realitiesWith attendant Social realities

Language is a source of individual identity, and basis for social, Language is a source of individual identity, and basis for social, cultural, economic, educational and political lives.cultural, economic, educational and political lives.

Names political units and parties cultural troupes broadcast andNames political units and parties cultural troupes broadcast andNames, political units and parties, cultural troupes, broadcast and Names, political units and parties, cultural troupes, broadcast and print media, etc. are divided along linguistic lines.print media, etc. are divided along linguistic lines.Integration into local communities and participation in grassroots Integration into local communities and participation in grassroots social, economic and political processes are facilitated by knowledge social, economic and political processes are facilitated by knowledge

ffof local languages.of local languages.Language loyaltyLanguage loyaltySeemingly rivalry among languagesSeemingly rivalry among languages

P liti l d th f f d i ti f lP liti l d th f f d i ti f lPolitics revolve round the fear of domination of one language over Politics revolve round the fear of domination of one language over anotheranotherBased on diversity, effective communication between different Based on diversity, effective communication between different languages is impairedlanguages is impairedlanguages is impaired.languages is impaired.Need for a language policyNeed for a language policy


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L P li L P li (NPE 1977 2004)(NPE 1977 2004)Language Policy: Language Policy: (NPE, 1977,…2004)(NPE, 1977,…2004)

Use of MotherUse of Mother--Tongue (MT) as language of initial literacy (medium of Tongue (MT) as language of initial literacy (medium of instruction) at preinstruction) at pre--school, lower primary (basic 1school, lower primary (basic 1--3) & adult/non3) & adult/non--formal formal education. English is taught as a subject. education. English is taught as a subject. g g jg g jEnglish as the medium of instruction at upper primary (basic 4English as the medium of instruction at upper primary (basic 4--6), junior 6), junior high (basic 7high (basic 7--9) and senior high school. MT becomes a subject in the 9) and senior high school. MT becomes a subject in the curriculum.curriculum.At high school (junior and senior) a child is also expected to learn a majorAt high school (junior and senior) a child is also expected to learn a majorAt high school (junior and senior), a child is also expected to learn a major At high school (junior and senior), a child is also expected to learn a major language (Hausa, Igbo and Yoruba ), aside his MT.language (Hausa, Igbo and Yoruba ), aside his MT.English remains the language of formal literacy, secondary and higher English remains the language of formal literacy, secondary and higher education.education.French as “second official language’’ is learnt as compulsory subject in French as “second official language’’ is learnt as compulsory subject in primary and junior high school (basic 1primary and junior high school (basic 1--9)9)No official recognition for Arabic, but used in Islamiyyah schools in the No official recognition for Arabic, but used in Islamiyyah schools in the northnorthnorth.north.Where Mother Tongue is not standardized, Language of Immediate Where Mother Tongue is not standardized, Language of Immediate Community (any of the regional languages) is used.Community (any of the regional languages) is used.


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Ni i Ed ti S tNi i Ed ti S tNigerian Education SystemNigerian Education System


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Polic implicationsPolic implicationsPolicy implicationsPolicy implications

Multilingualism as national Multilingualism as national gggoal. goal.

Languages status & functions redefined

Exoglossic nationExoglossic nationggMultiMulti--literacyliteracy


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Languages status & functions…Languages status & functions…Official Official ll

EnglishEnglish •education, administration, mass & international communication, commerce, inter-ethnic communication

litlanguagelanguage among elites, •Library and archival language (record nation’s history)•access to government jobs & social mobility•Exclusive preserve of urban elites (25% of population)•Not spoken at all in some rural areas

National National ll

Hausa, Hausa, I bI b

•3 major tribes (50% of population)•Spoken as major languages in 25 states; speakers found i bl b 36 t tlanguageslanguages Igbo, Igbo,

YorubaYorubain reasonable numbers across 36 states•support & compete with English in schools, in government , offices•Used in adult literacy •Taught and fully examined in schools, studied at degree and PG•Extensive books/ literature developed in them•Develop vocabulary for technical terms in science and p ytechnology•Web presence


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…Languages status & functions…g g

Regional Regional Fulfude, Efik, Fulfude, Efik, •Function sometimes as major languages within their

languageslanguages Kanuri, Ibibio, Ijaw, Kanuri, Ibibio, Ijaw, Edo, Nupe, Igala, Edo, Nupe, Igala, Id U h bId U h b

major languages within their specific regions•Standardized orthography and science vocabularyU d i t t h l dIdoma, Urhobo, Idoma, Urhobo,

Ibibio, Annang (+ Ibibio, Annang (+ Hausa IgboHausa Igbo

•Used in state schools and state (sometimes national) broadcasts•Often used as Language of Hausa, Igbo, Hausa, Igbo,

Yoruba)Yoruba)Immediate community (LIC)•Extensive use in traditional literature, oral & written

Second officialSecond official FrenchFrench •Taught in primary and Second official Second official languagelanguage

FrenchFrench g p yJunior high school •pursued at degree and post graduate levels•international communication


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•international communication

L t t & f ti….Languages status & functionsLocal Local Over 380 Over 380 •less than 30% of population

•1m & 10m speakerslanguageslanguages languageslanguages

•1m & 10m speakers•Limited to small villages & LGAs•23% have developed orthography, but less can be used for literacy education•Most underdeveloped, undeveloped,•some seriously endangered•valued by their communities

Neutral Neutral lingual lingual francafranca

Pidgin Pidgin •wide acceptance, but no official recognition•Controversial: Debates over its status •trade language developed from early contacts with Portuguesefrancafranca with Portuguese•Creolized into a mother tongue in some parts of Delta and Edo states, •popular among illiterates in urban centres•Used in advertisements, advocacy, political propaganda & populist

Foreign Foreign ArabicArabic •Religious language•Used in northern schools


2020languagelanguage

•Used in northern schools•Pursued at degree & PG levels

Multi-literacy: y4 - 6 languages for literacy

Mother

EnglishLanguage of Immediate

Tongue

English Immediate community

Nigerian L

French National Language

Learner

Arabic

Language


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Other implications Other implications Other implications …Other implications …

Each language is by definition a Mother Each language is by definition a Mother Tongue all qualified to be medium ofTongue all qualified to be medium ofTongue, all qualified to be medium of Tongue, all qualified to be medium of instruction at preinstruction at pre--school and lower elementary. school and lower elementary. In reality, most of the languages are spoken by In reality, most of the languages are spoken by y, g g p yy, g g p ysmall population, and are not committed to small population, and are not committed to writing, few have teachers trained in them, writing, few have teachers trained in them, most have no books or instructional materials. most have no books or instructional materials. Hence, rather than Hence, rather than literacy in Mother Tongue literacy in Mother Tongue (MT)(MT) literacy in Language of Immediateliteracy in Language of Immediate(MT)(MT), , literacy in Language of Immediate literacy in Language of Immediate Community (LIC)Community (LIC) is encouraged. is encouraged.


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other implicationsother implications…other implications…other implications

•• Several questions about policy effectiveness which Several questions about policy effectiveness which affects literacy development?affects literacy development?y py p

•• If the Mother Tongue is considered an important medium for If the Mother Tongue is considered an important medium for achieving initial and permanent literacy, why used it only achieving initial and permanent literacy, why used it only `initially' and not throughout the whole of primary education?`initially' and not throughout the whole of primary education?initially and not throughout the whole of primary education?initially and not throughout the whole of primary education?

•• Why should there be a changeWhy should there be a change--over only after three years? over only after three years? Too earlyToo early

•• Problem of identifying what constitutes “Problem of identifying what constitutes “Mother TongueMother Tongue” Is it” Is it•• Problem of identifying what constitutes Problem of identifying what constitutes Mother TongueMother Tongue . Is it . Is it the the native languagenative language, , language of parentslanguage of parents, , language first language first acquiredacquired, , thinking/dreaming languagethinking/dreaming language, , language spoken language spoken most frequentlymost frequently??most frequentlymost frequently??


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Ambiguous policy, varied Ambiguous policy, varied g p y,g p y,implementations…implementations…

•• Total immersion in English literacy instruction. (urban elites Total immersion in English literacy instruction. (urban elites schools forbids the use of ‘vernacular’ even in interaction with schools forbids the use of ‘vernacular’ even in interaction with peers)peers)peers). peers).

•• Initial instruction in MT, transition to English after a period (mostly Initial instruction in MT, transition to English after a period (mostly in urban and semiin urban and semi--urban schools). urban schools). •• Time of transition to English varies according to school locationTime of transition to English varies according to school locationTime of transition to English varies according to school location Time of transition to English varies according to school location

(urban/rural). (urban/rural). •• Bilingual literacy instruction from the start (sometimes code Bilingual literacy instruction from the start (sometimes code

mixing in classroom instructions in public schools in semi urban mixing in classroom instructions in public schools in semi urban ))areas).areas).

•• Mother tongue use throughout the primary school and some Mother tongue use throughout the primary school and some secondary schools (rural and semisecondary schools (rural and semi--urban schools)urban schools)S ti Pid i E li h ( t ffi i ll i d) i dS ti Pid i E li h ( t ffi i ll i d) i d•• Sometimes, Pidgin English (not officially recognized) is used Sometimes, Pidgin English (not officially recognized) is used (Edo, Delta and River states).(Edo, Delta and River states).


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faulty implementations faulty implementations… faulty implementations… faulty implementations

•• WhileWhile thethe policypolicy recognizedrecognized thethe useuse ofof allall languages,languages, onlyonly fewfew arearestandardizedstandardized::•• 1010%% hashas primersprimers andand readersreaders

1515 hh thth d tid ti ff ll ff t h i lt h i l tt ii S iS i dd•• 1515 hashas thethe productionproduction ofof aa glossaryglossary ofof technicaltechnical termsterms inin ScienceScience andandMathsMaths..

•• aboutabout 2525%% usedused inin radioradio broadcastbroadcast•• 9595%% ofof NigeriaNigeria dailiesdailies andand weekliesweeklies areare publishedpublished inin EnglishEnglish9595%% ofof NigeriaNigeria dailiesdailies andand weekliesweeklies areare publishedpublished inin EnglishEnglish•• 7070%% ofof airtimeairtime (TV(TV && programmes)programmes) devoteddevoted toto EnglishEnglish

With so many languages to cope with within the curriculum, With so many languages to cope with within the curriculum, coupled with infrastructural and material deficiencies, teacherscoupled with infrastructural and material deficiencies, teacherscoupled with infrastructural and material deficiencies, teachers coupled with infrastructural and material deficiencies, teachers find it difficult to teach functional literacy, but rather teach find it difficult to teach functional literacy, but rather teach language/linguistic studieslanguage/linguistic studies

No recognized pedagogical procedure/skill to teach school subjects No recognized pedagogical procedure/skill to teach school subjects i t Ni i l ti t Ni i l t h th f hin most Nigerian languages, tin most Nigerian languages, teachers therefore have narrow repertoire of pedagogical skills in literacy teaching both in English and Nigerian languages. Often, potential teachers don’t want to study ‘local’ languages


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, p y g g

Ch ll t Lit d l tCh ll t Lit d l tChallenges to Literacy developmentChallenges to Literacy development

Because of the level of confusion at implementation, Because of the level of confusion at implementation, many students leave primary schools without being many students leave primary schools without being y p y gy p y gproficiently literate in either English and any Nigerian proficiently literate in either English and any Nigerian languagelanguage..

Nigerian pupils perform so poorly in the Monitoring LiteracyNigerian pupils perform so poorly in the Monitoring LiteracyNigerian pupils perform so poorly in the Monitoring Literacy Nigerian pupils perform so poorly in the Monitoring Literacy Achievement (MLA) tests, 1991Achievement (MLA) tests, 1991--1995. 1995.

Disregard for a lot of Mother Tongues, leading to lack Disregard for a lot of Mother Tongues, leading to lack of motivationof motivation-- high drophigh drop--out rates, low achievementout rates, low achievement

There is disparity school language and home language There is disparity school language and home language Effect on cognitive maturation and intellectual development ofEffect on cognitive maturation and intellectual development ofEffect on cognitive maturation and intellectual development of Effect on cognitive maturation and intellectual development of the child (Chumbow,1986)the child (Chumbow,1986)


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Ch ll t Lit d l tCh ll t Lit d l tChallenges to Literacy developmentChallenges to Literacy development

Faulty basic literacy cannot transform to Faulty basic literacy cannot transform to functional literacy or enlightenment literacy.functional literacy or enlightenment literacy.y g yy g y

““if literacy is to function as real instrument of the if literacy is to function as real instrument of the empowerment of the poor, it must be perceived in empowerment of the poor, it must be perceived in an even wider perspective than just thean even wider perspective than just thean even wider perspective than just the an even wider perspective than just the development of skills of functionality in an existing development of skills of functionality in an existing social order. It should transcend these and function social order. It should transcend these and function as an instrument of total transformation of theas an instrument of total transformation of theas an instrument of total transformation of the as an instrument of total transformation of the individual as individual as enlightenment literacyenlightenment literacy”” (UNESCO, (UNESCO, 2006, p. 97). 2006, p. 97). D Ni i h th (h dD Ni i h th (h dDoes Nigeria have the resources (human and Does Nigeria have the resources (human and material) to develop enlightenment literacy? material) to develop enlightenment literacy?


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In concl sionIn conclusion…

Though Nigeria adopted language policy seems to recognise the potentials in multilingualism, its g p gambiguity and faulty implementation seriously impair effective literacy development.

In this context multilingualism appears to be aIn this context, multilingualism appears to be a impeding factor in access to learning when coupled with high population, poverty rates and lit tliteracy rates. Effective literacy in multilingual countries is dependent on learners’ access to linguisticdependent on learners access to linguistic environment that give them opportunities to learn and develop (Trudell, 2009).


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Thank you for your Thank you for your Thank you for your Thank you for your kind attentionkind attentionkind attentionkind attention


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Literacy Development in a Multilingual Society: Eii i f …€¦ · · 2017-03-09Literacy...

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