Abstract
Abstract This paper addresses the difficulties of using minority languages for literacy. Three strands are identified in the debate: educational, economic/political and developmental. Each perspective on its own advances reasons and objections for promoting minority languages, but there is a need for dialogue between these sectors. The economic argument against the use of minority languages must not end the debate. Grounds for greater dialogue are suggested in a set of common questions. The global visibility of minority rights means that language choice for literacy is seen as one indicator of relations between governments and minorities. The paper cites those most closely affected by questions of language planning: educational, linguistic and development professionals from the highly multilingual context of Cameroon, and concludes by asking how truly viable linguistic choices can be made available for literacy acquisition.
Published Version
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