Abstract
According to the “autonomous” model, literacy in any language produces uniform consequences for individuals such as interest in current affairs, personal efficacy, status aspiration, and logical thinking. This view is countered by the “ideological” model which holds that consequences vary across languages depending upon the processes through which literacy is acquired and the purposes for which it is intended. These competing views are tested with survey data from 576 young men in Kano, Nigeria. Sixteen autonomous model dependent variables are regressed on dummy variables of illiteracy (the comparison category) and major literacy combinations in three languages–Arabic, Hausa, and English. The results show many insignificant effects and wide variations in coefficients for different literacy combinations, even when adjustments are made for Arabic literacy measurement limitations and for social selectivity in literacy acquisition. The evidence provides support for the ideological model of literacy consequences and has theoretical implications for the control and use of literacy for personal and social development.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
