‘Literacy and language’ link.
The promotion of literacy in multilingual context cannot skip the question of which language to be literate in, how, and for what purpose. First language-based, multilingual (FLB-ML) approaches to literacy development have demonstrated cognitive, psychological, linguistic, pedagogical, socio-cultural and economic benefits, especially for speakers of minority languages. However, their potential for creating a more literate society has not been fully realized, due in part to practical constraints such as limited capacities or resources to manage curricula, teachers and assessments in more than one language, and a lack of enabling environments, including relevant policies. In South Africa, the Kha Ri Gude.
Mass Literacy Campaign facilitated first language-based literacy development of more than 4.7 million adults, using the 11 official languages recognized in the Constitution, including Braille, while introducing English to those learners. Linking literacy and language, however, needs to consider specific learning purposes and circumstances in a flexible manner. Refugees, migrants, and internationally displaced persons (IDPs), for instance, may need to prioritize mastering the host country's language for survival, social integration, and socio-economic empowerment where literacy provision based on FLB-ML is limited.