Mother-Tongue Literacy in Nigeria

@article{citeulike:2602804, abstract = {The importance of mother-tongue literacy cannot be overemphasized. Regrettably, contemporary language literacy in Nigeria is fraught with constraints, such as the lack of orthography for a large proportion of Nigerian languages. The prospects for mass literacy are not encouraging, unless the federal government of Nigeria directs its efforts to developing orthography and literature in many unwritten indigenous languages. Moreover, there is a need to clarify, in terms of policy, what it means to be literate locally, regionally, and nationally. The newly established Commission for Adult and Non-Formal Education is charged with working out language policy for an adult literacy program in the country. The hope is that the commission will soon provide a realistic solution to the problem. Nigeria could thereby present a model program for other countries in similar circumstances to emulate, as necessary and appropriate.}, author = {Okedara, J. T. and Okedara, C. A. }, citeulike-article-id = {2602804}, keywords = {africa\_education, africa\_markets, books\_markets, readers}, posted-at = {2008-03-27 17:45:28}, priority = {2}, title = {Mother-Tongue Literacy in Nigeria}, url = {http://www.jstor.org/stable/1047035} }

TY - JOUR ID - citeulike:2602804 L3 - citeulike-article-id:2602804 N2 - The importance of mother-tongue literacy cannot be overemphasized. Regrettably, contemporary language literacy in Nigeria is fraught with constraints, such as the lack of orthography for a large proportion of Nigerian languages. The prospects for mass literacy are not encouraging, unless the federal government of Nigeria directs its efforts to developing orthography and literature in many unwritten indigenous languages. Moreover, there is a need to clarify, in terms of policy, what it means to be literate locally, regionally, and nationally. The newly established Commission for Adult and Non-Formal Education is charged with working out language policy for an adult literacy program in the country. The hope is that the commission will soon provide a realistic solution to the problem. Nigeria could thereby present a model program for other countries in similar circumstances to emulate, as necessary and appropriate. TI - Mother-Tongue Literacy in Nigeria KW - africa_education KW - africa_markets KW - books_markets KW - readers AU - Okedara, JT AU - Okedara, CA UR - http://www.jstor.org/stable/1047035 ER -