The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication on successful youth and adult literacy programmes entitled Literacy in Multilingual and Multicultural Contexts: Effective Approaches to Adult Learning and Education (PDF 4,8 MB).
'The integration of action research in training programmes for youth and adult educators can greatly enhance the quality of youth and adult teaching and learning', says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.
UIL and ADEA present the results of a comprehensive stocktaking research project that assesses the experiences of mother tongue and bilingual formal and non-formal education in 25 sub-Saharan African countries as well as the creation of multilingual literate environments.
In a 1953 landmark publication, UNESCO underscored the importance of educating children in their mother-tongue (UNESCO, 1953).
This publication examines the relationship between multilingualism and knowledge societies. It outlines the realities of knowledge societies while presenting linguistic challenges that arise when implementing them. It also discusses the interplay between linguistic choices and development.
Demonstrating the normality of multilingualism and questioning those teaching systems grounded in monolingualism are the objectives of this study. The data comes from 30 African, Asian and Latin American countries. The study underlines the advantages of multilingual learning: preservation of identity, cultural richness and plurality.