‘Every adapted book meets curriculum standards, linguistic accuracy, cultural fit’
Hausa language expert from School of Secondary Education (Languages), Federal College of Education, Abeokuta, Ogun State, Dr. Suleeyman Hamisu Aliyu, who participated in the Room to Read and Accessible Publishers’ adaptation and versioning exercise, spoke with OLUFEMI TIMOTHY OGUNYEJO, expressing the impressive nature of the project and why governments must jump in to safeguard Nigeria’s mother tongues
What is your assessment of the collaboration between Room to Read and Accessible Publishers?
HONESTLY, I would describe the collaboration as a powerful meeting point between vision and expertise. Room to Read brought in a global standard and passion for early-grade literacy while Accessible Publishers brought the operational know-how and local grounding needed to turn ideas into reality in the Nigerian context. As a language expert, what struck me most was the intentionality, every step, from text analysis, to cultural relevance checks was handled with care and rigor.
Before this project, I thought I understood adaptation, but the layered approach we explored — especially versioning for context and not just direct translation — opened a new dimension in my understanding. I now see children’s literature not just as a storytelling tool, but as a cultural and developmental bridge for young minds.
What experiences and knowledge did you gain during the training sessions and how will you incorporate them into your teaching and writing career?
Let me say this: the training was eye-opening, even for someone with years of experience in language education like myself. The sessions were rich in both content and pedagogy — we didn’t just sit through lectures; we engaged with real texts, real illustrations, and real adaptation challenges.
I learned how to simplify complex ideas without diluting meaning, how to maintain child-appropriate tone, and how to ensure cultural authenticity in content and imagery. I plan to redesign part of my Hausa language curriculum around these principles. More importantly, I now feel equipped to guide my students, not just to become teachers, but also contributors to the creation of culturally responsive literature for our children.
This training was not just professional development; it was a personal transformation. I now see a clear path to incorporating this experience into my academic research. I will be focusing on Hausa children’s literature, especially on how language, identity, and literacy intersect in early education.
I’ve also begun drafting original Hausa stories for early learners, something I’ve always wanted to do but lacked the technical framework. Now I know what makes a good story educational, what makes a character relatable to a Hausa child in Bauchi or Abeokuta, and how illustrations can amplify meaning. This project has sharpened both my scholarly focus and my creative ambition.
Dr. Suleeyman Hamisu Aliyu
What are the benefits of the training on versioning to early learners and society – culturally, socially, academically, economically, etc?
The impact? It’s massive. For children, these storybooks are more than just pages — they are mirrors. They reflect their names, clothes, family structures, food, festivals, and familiar settings. That connection builds confidence, a love of reading, and a stronger grasp of language — all in the critical early years.
Culturally, this helps preserve our languages and oral traditions in written form. Socially, it bridges the gap between the classroom and the community. Academically, it improves comprehension and literacy outcomes. And economically, it boosts the indigenous publishing industry — creating jobs for authors, translators, illustrators, and educators. So, from multiple angles, it is a win-win for our children and for Nigeria as a whole.
How would you rate the quality of training received from Room to Read and your assessment of the team’s delivery?
Let me put it simply: the Room to Read team didn’t just train us — they inspired us. The facilitators were knowledgeable but also approachable. Their method was hands-on, interactive, and rich with feedback. They struck a fine balance between international best practices and local relevance.
What I appreciated most was how they respected our linguistic expertise — they didn’t impose, they collaborated. That created a workshop atmosphere where everyone felt empowered to contribute. Their delivery was consistent, reflective, and practical — exactly what is needed when working with complex topics like language, education, and culture.
How would you advice governments, stakeholders, policymakers and project partners?
To governments, stakeholders and policymakers, I say: the time to act is now. We need to institutionalize the use of mother tongue materials in early-grade education. This is not about sentiment; it’s about strategy. Data supports it, and initiatives like this prove it works.
Fund indigenous book development. Train teachers in local language pedagogy. Make literacy in Hausa, Yoruba, Igbo, and others a national priority. You cannot build a solid educational system on a language children do not fully understand.
To Room to Read and Accessible Publishers I say: this is a legacy project. You have planted seeds — now help us water them. Let’s expand this initiative, not only in scale but also in depth. Let’s build long-term systems, not just short-term interventions.
What’s your assessment of the work Accessible Publishers does?
Accessible Publishers truly surprised me — and in a good way. Their commitment to quality, their attention to detail, and their deep understanding of the Nigerian educational terrain are impressive. They aren’t just logistics or print partners; they are full collaborators in the creative and editorial process.
They ensure that every adapted book meets curriculum standards, linguistic accuracy, and cultural fit. Their ability to coordinate with Room to Read and with local language experts across regions was no small feat. I now see them not just as publishers, but as partners in literacy development.
