Effective Approaches to Adult Learning and Education - Literacy in Multilingual and Multicultural Contexts

"Ensuring lifelong learning opportunities for all involves ensuring that diversity – including ethnic and linguistic diversity - is no cause for exclusion. Respecting cultural and linguistic rights will be essential for achieving the 2030 Agenda for Sustainable Development.”

This publication showcases examples of effective and promising educational programmes that offer literacy opportunities by providing instruction in mother-tongue, as well as in minority-languages. The compilation highlights 21 programmes from around the world that show that bilingual or multilingual approaches to teaching and learning are crucial elements for the acquisition of literacy and numeracy skills among youth and adults. Bilingual and multilingual approaches refer to the use of two or more languages as mediums of instruction. The term ‘multilingual education’ refers to the use of at least three languages – the mother tongue, a regional or national language, and an international language – in education. These approaches are also considered important to strengthen cultural identity and support the empowerment of local communities in linguistically and culturally diverse societies. Compiled by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Lifelong Learning (UIL), all the case studies included in this compilation have been selected from the Effective Literacy and Numeracy Practices database (LitBase), which UIL develops on a continuous basis in fulfilment of UNESCO’s mandate to make information on effective literacy policies and programmes available worldwide.

The report makes the point that, in order to achieve equitable quality education and lifelong learning opportunities for all, it is imperative that the most marginalised are not left behind. “Language, ethnicity, gender and poverty can interact to produce complex patterns of compounded disadvantage and increased risk of being left behind. Combating the cumulative effects of multiple disadvantage involves supporting the development of learning opportunities in local or indigenous languages. Culturally and linguistically sensitive programmes, methods and materials ‘recognize and value the indigenous cultures, knowledge and methodologies, while adequately developing the teaching of the second language of wider communication’ (UIL, 2010: 8).”

The examples of literacy programmes showcased range from governmental adult literacy programmes offered in all national languages or in main minority languages to programmes run by civil society organisations that help preserve the language and culture of only one or a few ethnic minorities. The compilation also includes programmes for migrants and refugees, with a strong focus on equipping them for integration into mainstream society while strengthening their literacy skills in their home language. A number of programmes use family learning and intergenerational approaches to literacy, language, and numeracy learning. Some emphasise the development of language competences, while others focus on culture.

The case studies also highlight the different ways that literacy programmes can make use of bilingual or multilingual approaches. For example, some often begin literacy teaching in the learners’ first language while teaching a second language orally. Many of the literacy programmes described seek to motivate and engage learners not only through approaches that are linguistically and culturally sensitive but also through other services that often go beyond education - for example, those that empower communities with knowledge and skills that are relevant to the improvement of their life quality and to community development.

The introduction to the report offers an overview of the case studies outlining what can be considered good practice in multilingual and multicultural contexts. “In short, good practice reflects the respect accorded to the cultural and linguistic rights of all groups, uses a participatory approach to mediate among different needs and aspirations, and draws on culture and language as resources that enrich the teaching and learning process.”

In discussing some of the lessons learned from the case studies, the report highlights “that the success of multilingual and multicultural approaches to literacy depends on participatory decision-making and the involvement of local communities in all stages of programme design and implementation.” In addition, for programmes that seek to address gender imbalances, the reports notes that social mobilisation and the involvement of community leadership are important in challenging norms that exclude women. In particular, a major lesson that has emerged over the years is that the use of local languages as the medium of instruction not only enhances the effectiveness and efficiency of the learning process in developing literacy, numeracy, and (second or more) language skills, but "it is also an important symbol of identity, unity and self-determination. It is closely intertwined with culture and local values, wisdom, worldviews and tradition."

The following is a list of the case studies included in this compilation. Each case study offers the following information: country profile, programme overview, context and background information, programme description, objectives, implementation approaches and methodologies, programme impact and challenges, lessons learned, and contact details.

Africa

• Burkina Faso - Bilingual Education Programme
• Chad - Mother-tongue Literacy in the Guera Region
• Cote d’Ivoire - I am learning your tongue, you are learning my tongue, we are understanding each other, tomorrow belongs to us
• Ethiopia - eBooks and Family Literacy Programme
• Mozambique - Literacy in Local Language, a Springboard for Gender Equality
• Senegal - The Tostan Community Empowerment Programme
• South Africa - Kha Ri Gude Adult Literacy Programme
• Uganda - Mother Tongue-based Education in Northern Uganda

Arab States

• Morocco - Functional Literacy Programme of Women of the Argan Cooperative through Amazigh (Berber) Language DVDs

Asia and the Pacific

• Indonesia - Isirawa Language Revitalization Programme (ILRP - Papua)
• New Zealand - Wãnanga Embedded Literacy
• Pakistan - Parkari Community Development Programme
• Thailand - Patani Malay – Thai Bilingual/Multilingual Education
• Thailand - Bilingual Education Programme

Europe and North America

• Sweden - Family Learning
• Switzerland - Tell Me a Story
• USA -Plazas Comunitarias

Latin America

• Ecuador - Proyecto de Educación de Jóvens y Adultos
• Mexico - Bilingual Literacy for Life
• Paraguay - Ñane Ñe ́ ̃e
• Peru - ATEK Reading Comprehension