Literacy and Language Teaching in The Gambia

Abstract

velopment and implementation of and language programs. Such programs are viewed as crucial to survival, both at the individual and national levels. These nations, mainly in Africa and Asia, have been forced to undergo drastic societal changes since receiving independence from European colonial rule. Assuming responsibilities in governmental functions and educational policies was not easy, since most of these countries have a large illiteracy rate and consist of several ethno-linguistic groups, each demanding representation in a new government. During colonial rule, the official language of a given nation was that of the colonial power. Indigenous languages were by and large relegated to a secondary status. Education was conducted in the colonial language. Competency in that language was necessary to hold a governmental position and to advance within the colonial society. After independence, however, these countries had the task of developing policies on language status and instruction, i.e., which language or languages would become the official language(s), and what would be the status of each indigenous language. Ferguson identifies this task as primary: In the description of the language situation of a given nation two fundamental points must be treated, the number of languages and the relative dominance of languages.' To this end, national language committees were usually established in each country with the task of formulating and implementing policies regarding language status, the teaching of these languages, and to develop programs of in one or several of the indigenous languages. Bowers, in referring to language problems and asserts, it is natural that the problem of illiteracy should be most acute in multilingual societies.2 Further, he states that literacy teaching . . . should be an integral part not only of any national education plans but also of plans and projects for development in all sectors of the national life.3