•Bangladeshi students decorate the ‘Central Language Martyrs’ Memorial’ monument at Dhaka University in Dhaka, Bangladesh on February. 21, 2012 in celebration of International Mother Language Day.

By BRENDA MUNTEMBA –

AS the Zambian education system introduced local languages as modes of teaching in primary schools it is important to note that the United Nations Educational, Scientific and Cultural Organisation (UNESCO) already has February 21 on its calendar as International Mother Language Day (IMLD).
It all begun during the 30th Session of the UNESCO General Conference on November 17, 1999 when the day was set to mark February 21, 1952 when four young students were killed in Dhaka, the capital of Bangladesh, because of Bengali and Urdu language controversy.
Because of this unfortunate incident, IMLD is celebrated all over the world, while it is a public holiday in Bangladesh, 2014 marks 15 years of observing it.
Languages are the most powerful way to preserve and develop culture and to promote it all across the world.
This came about in recognition of the fact that Linguistic and cultural diversity represent universal values that strengthen the unity and cohesion of societies.
Speaking one’s mother language is a right that not everyone can take for granted, especially in places where local, mother tongues are threatened by more dominant languages.
The objective is to promote linguistic diversity and multilingual education, and to develop fuller awareness of linguistic and cultural traditions based on understanding, tolerance and dialogue.
In commemorating this day, the UNESCO’s director-general launches the celebration every year and gives the orientation, but member states worldwide remain key players through their national institutions and associations.
Widespread media interest, schools, universities and cultural associations play an active part in promoting the goals IMLD.
“Multilingualism is a source of strength and opportunity for humanity. It embodies our cultural diversity and encourages the exchange of views, the renewal of ideas and the broadening of our capacity to imagine.”
Irina Bokova, UNESCO director general once observed. UNESCO promotes mother tongue-based bilingual or multilingual approaches in education – an important factor for inclusion and quality in education.
Research shows this has a positive impact on learning and learning outcomes.
UNESCO advocates for mother tongue instruction in a bilingual or multilingual education approach in the early years because of its importance in creating a strong foundation for learning: the use mother tongue with young children at home or in pre-school prepares them for the smooth acquisition of literacy in their mother tongue and eventually, the acquisition of the second (perhaps national) language at a later stage in their schooling.
UNESCO defines bilingual and multilingual education as “ the use of two or more languages as mediums of instruction.
The Organisation adopted the term ‘multilingual education’ in 1999 to refer to the use of at least three languages in education: the mother tongue; a regional or national language and an international language.
The importance of mother tongue instruction in the early years of schooling is emphasised in the findings of studies, research and reports such as the annual UNESCO EFA Global Monitoring Report.
Multilingualism is a source of strength and opportunity for humanity. It embodies our cultural diversity and encourages the exchange of views, the renewal of ideas and broadening of the capacity to imagine.
Teaching in mother tongue facilitates the fight against illiteracy and contributes to quality education. It gives the means for everyone to be heard and respected thus creating a force for inclusion.
Written Materials in Mother Tongues
Key stakeholders in education need to realise that in order to support mother tongue education, it is essential to support the production of books in local languages.
Books are a force for peace and development that must be placed in the hands of all. They are crucial tools for expression that help to enrich languages. They remain precious instruments, pillars of knowledge societies and essential for promoting freedom of expression and education for all.
The insufficiency of books and textbooks in local languages hampers development and social inclusion and represents the violation of the right to freedom of expression.
All people must be given an opportunity to read and express themselves in a language of their choice including in their mother tongue.
Mother tongue education in its broader sense refers to the use of mother tongues in the home environment and in schools.
Language acquisition and mother tongue literacy should ideally be supported by written resources such as – but not limited to – books, primers and textbooks, to support oral activities. Written materials in mother tongues reinforce learners’ literacy acquisition and build strong foundations for learning.
Today, a great number of languages lack a written form, yet progress has been made in developing orthography.
The use of computers to produce books and the relatively low cost of digital printing are promising ways to produce cheaper written materials to enable wider access.
Linguistic and cultural diversity represent universal values that strengthen the unity and cohesion of societies.
Access to books and digital media in local languages is important and must be on the top agenda of national authorities.
(The author is Chief Programmes Officer, Zambia National Commission for UNESCO)