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Empowering communities: How UNESCO Literacy Prizes Laureates bridge gaps through multilingual learning
In the spirit of International Mother Language Day on 21 February, former Laureates of the UNESCO International Literacy Prizes share how they are continuously working to enhance interaction, unity and cultural diversity through multilingual literacy learning.
Facing a complicated learning environment in Chad, the Federation of National Language Association (previously known as Federation of Association for the Promotion of Guera Languages, 2013 UNESCO King Sejong Literacy Prize Laureate), harnesses the power of the national language to address critical issues like high dropout rates and school failures in Chad. Their efforts play a vital role in reforming education across the country. Four programmes on adult literacy, preschool education, non-formal basic education for out-of-school children aged 9-14, and specific technical training for post-literate learners have been developed, covering almost all age groups and showcasing a good example of intergenerational learning. Mr Michel Karim, Director of the Federation, at the occasion of celebrating International Mother Language Day, said, “may the speakers of each language in Africa and everywhere else really focus on promoting their mother tongue, because it is the voice that will propel the path of development.”
National Institute of Education from Sri Lanka received UNESCO King Sejong Literacy Prize in 2015 for its Open School Programme. The programme carried out courses in Sinhala and Tamil, two national languages in Siri Lanka with English as a link and provided about 2,100 students with courses on literacy and secondary learning. Students with multilingual ability act as bridges to bring multicultural traditions to the rest of the society and thus inter-ethnic unity and harmony are enhanced, just as Mr Dunaisingh, Head of the Institute Open School Unit shared, “humanity is common to the world even though man is differentiated by language, religion and colour. Every language is important, and every language should be enriched with necessary initiatives.”
The Foundation Elche Acoge in Spain, 2018 UNESCO Confucius Prize for Literacy winner, serves 4,000 people annually and provides support on language learning to non-Spanish migrants as well as teaching of the language to school-aged minorities. When implementing activities, the foundation operates with the belief that the Spanish language serves as a crucial tool for migrants and refugees to integrate into local society. It enables them to gain awareness of their rights and responsibilities, access available resources and support systems in the country, and facilitates opportunities for individuals of all ages. “Our language is part of our identity. It strengthens our roots and makes us feel part of the family, the environment and society. Learning another language does not distance us from our ancestors. It gives us the opportunity to generate new bonds and grow, embracing other people as part of our new family,” shared Ms Angeles Rodes Lafuente, Project manager at the Foundation.
The Molteno Institute for Language and literacy from South Africa was awarded with the UNESCO Confucius Prize for Literacy in 2022 for its programme School Readiness Initiative (SRI). With the philosophy of mother tongue-based multilingualism, this programme took an approach with home language as a medium of instruction for children’s early education. Learning through mother tongue helps to narrow the gap between school and home, which gives parents a chance to involve in the continuum of learning and is conducive to the enhancement of children’s self-image, the thriving of indigenous language and the entrenchment of cultural ethos. At the occasion of International Mother Language Day, Mr Masennya Dikotla, Director of the Institute, calls for attention from parents and teachers to “speak to children in their home language” and let them “utilize it to learn a first or second additional language.”
In 2023, the Gojri Language and Culture Society, recipient of the UNESCO King Sejong Literacy Prize, implemented the Himalayan Literacy Network in Pakistan, paving the way for their students to embrace multilingualism. It starts with Gojri, their mother tongue, progresses to Urdu, the national language and finally English. A multilingual approach in education has large impact on intergenerational learning. Students in this programme pass on their gaining to their younger sibling and own children with the wish to enable them to interact with other cultures. HLN students also become gatekeepers of new and important information to be shared with their parents and grandparents, which helps facilitate communication for all generations beyond the boundaries of their isolated communities. Multi-lingual approach programmes are “a more difficult, but awarding way to equip students for the world they will soon lead”, shared Mr Shahid-ur-Rehman, Executive Director of the Gojri Language and Culture Society organisation.
The Friendship Education Programme from Bangladesh was awarded the UNESCO Confucius Prize for Literacy in 2023. They develop textbooks in the national language, Bangla, while intervene students in English learning through activities such as “Listen to learn”, school clubs, interschool sports and cultural competitions. These are conducive to preserving linguistic heritage and cultural identity. Since receiving the Prize, they have also initiated projects to enhance digital literacy and promote cross-cultural exchanges with students from all around the world. In celebrating International Mother Language Day, Mr Mahbubur Rahman Turza, Assistant Director Partnership Development in the Programme said, “মায়ের ভাষায় শপথ করি, শিশুর সুশিক্ষা নিশ্চিত করি। (I promise in my mother tongue to ensure quality education for every child.)”
Mother languages are bridges connecting us to our origins and family bonds, while learning additional languages open doors to cultural richness. Acquiring proficiency in multiple languages expands horizons and facilitates navigation in a diverse and interconnected world. In the current era of increasing inclusivity, a multilingual foundation rooted in the mother language establishes significant connections between familial bonds and broader societal networks. This linguistic diversity plays a vital role in the seamless transfer of knowledge and traditions from one generation to the next, contributing to the cultural tapestry that shapes our collective heritage.
The two UNESCO International Literacy Prizes are: the UNESCO King Sejong Literacy Prize, established in 1989, with the support of the Government of the Republic of Korea, which gives special consideration to mother language-based literacy development and the UNESCO Confucius Prize for Literacy, established in 2005 with the support of the Government of the People’s Republic of China, which gives special consideration to functional literacy, leveraging technological environments, in support of adults in rural areas and out-of-school youth.
