‘I recommend greater institutional backing for mother tongue literacy programmes’

OLUFEMI TIMOTHY OGUNYEJO had a conversation with Hausa language expert from the Department of Linguistics and African Studies, Emmanuel Alayande University of Education, Oyo, Mrs. Sa’ade Umma Abdulazeez, a key participant in the Room to Read and Accessible Publishers adaptation and versioning exercise, on the outcome of the project

What is your assessment of the collaboration exercise between Room to Read and Accessible Publishers?
THE collaboration was a well-orchestrated and meaningful engagement that demonstrated the power of partnership in education. Room to Read brought a global perspective grounded in research and best practices while Accessible Publishers contributed deep local expertise and an understanding of Nigeria’s educational realities. What stood out for me was the level of coordination, mutual respect, and clarity of purpose. This joint effort has not only produced quality materials but has also fostered a professional ecosystem of educators, linguists, and creatives working toward a shared goal — improving literacy in our local languages.

What experiences and knowledge gained during the training sessions and how would you incorporate them teaching and writing?
The training provided a wealth of insights that cut across literacy theory, cultural adaptation, and child psychology. I found the sessions on narrative structure for early readers and culturally sensitive illustrations particularly enlightening. These are aspects often overlooked in academic discussions of children’s literature. I intend to infuse these learnings into both my university lectures and writing practice. My course content will now give greater emphasis to the value of localized storytelling in cognitive development. As an author and teacher, I plan to create more Hausa children’s books that are pedagogically sound and culturally grounded.

How do you intend to apply the training in her academic and writing engagements?
Academically, I plan to initiate a curriculum review within my department that encourages student research into local language material development. I will also be launching a seminar series for students focusing on the intersection of language preservation, early literacy, and indigenous publishing. On the creative front, I will be developing new storybooks and teaching resources in Hausa that draw from the principles of adaptation and inclusive content we explored during the training. This initiative has re-energized my passion for educational publishing and has given me a clearer roadmap for future contributions.

What were the benefits of the training and versioning to early learners and society?
The ripple effects of this work are vast. For early learners, the storybooks developed are more than just reading materials — they are mirrors of their everyday life, language, and identity. Culturally, the project helps preserve our indigenous heritage and instills pride from an early age. Socially, it enhances communication within families and communities, particularly in rural settings. Academically, children will develop literacy skills faster when taught in a familiar language. Economically, this initiative supports local creatives — writers, illustrators, translators — and builds a viable industry around educational content in Nigerian languages.

Mrs. Sa’ade Umma Abdulazeez

How would you assess the quality of training received from Room to Read?
The training was top-tier in both structure and delivery. Room to Read’s team showed a high level of professionalism and commitment, blending technical precision with cultural awareness. Every session was intentional and empowering, with hands-on exercises and peer-to-peer learning that made the experience collaborative. The facilitators encouraged open dialogue, which allowed for a cross-pollination of ideas among experts from different language backgrounds. Their approach was not only effective but also respectful of local voices, which made the entire process feel inclusive and intellectually stimulating.

What advice would you give to governments, stakeholders, policymakers, and the project initiators and partners regarding the project?
To governments and stakeholders, I strongly recommend greater institutional backing for mother tongue literacy programmes. This should include budgetary allocation for indigenous language publishing, teacher training in early-grade instruction, and stronger integration of local content into the national curriculum. Our education policy must reflect the linguistic diversity of Nigeria. To Room to Read, Accessible Publishers, and their partners, I say bravo! But this should be the beginning of a long-term commitment. Let’s not stop at pilot projects. We need to scale this work, monitor its outcomes, and continue building local capacity for sustainable literacy development for all major Nigerian languages.