‘I will incorporate lessons into curriculum design for Yoruba education, literacy development’
Yoruba language expert from the Department of Yoruba Studies, Tai Solarin University of Education, Ijebu-Ode, Ogun State, Dr. Oluwakemi Adebisi Aboderin, who participated in the Room to Read and Accessible Publishers Ltd book adaptation and versioning workshop spoke with OLUFEMI TIMOTHY OGUNYEJO on the expected impact and outcome of the project for Yoruba child learners
What is your assessment of the collaboration between Room to Read and Accessible Publishers for this project?
THE collaboration between Room to Read and Accessible Publishers Ltd was a commendable and timely intervention in Nigeria’s literacy landscape. It demonstrated how global expertise and local publishing knowledge can work in synergy to address literacy gaps in indigenous languages. The process was well-structured, inclusive, and goal-oriented. I appreciated the transparency in the workflow, the mutual respect among all stakeholders, and the professional support provided throughout the adaptation process. This is a model of collaboration that should be replicated in other sectors of education development.
What are the experiences and knowledge gained during the training sessions facilitated by the Room to Read team?
The training was both enriching and transformative. I gained in-depth knowledge of the versioning process — not just as a linguistic exercise, but as a culturally sensitive and child-centred one. We learned how to adapt narratives and illustrations to make them contextually relevant to Yoruba-speaking children while maintaining pedagogical integrity. The emphasis on inclusivity, gender balance, and accurate cultural representation was particularly impressive. The training broadened my understanding of how early literacy materials can be developed to support identity, language development, and learning outcomes simultaneously.
How do you intend to use the training gained in your own academic and writing engagements?
This training has given me new tools and perspectives that I intend to incorporate into my academic and creative work. In my teaching, I will incorporate lessons from the workshop into curriculum design for Yoruba education and literacy development. I will also encourage my students to explore children’s literature in Yoruba more critically and creatively. As a writer, I am now better equipped to produce culturally relevant and linguistically appropriate materials for young learners, materials that reflect their everyday realities and foster pride in their language and heritage.
What are the benefits of the training and versioning to early learners?
The benefits to early learners are immense. Children learn best when they can relate to the content they are reading. By providing storybooks in Yoruba that are not only linguistically accurate but also culturally familiar, we create a learning environment that is engaging and affirming. These adapted books help children build vocabulary in their mother tongue, improve comprehension, and develop a genuine interest in reading. More importantly, they support the goals of foundational literacy by making reading accessible, enjoyable, and rooted in the child’s identity.
Dr. Oluwakemi Adebisi Aboderin
What was the quality of training received from the combined team of Room to Read?
The quality of training delivered by the Room to Read team was outstanding. The facilitators were knowledgeable, patient, and deeply committed to inclusive education. The sessions were interactive, practical, and grounded in evidence-based approaches to literacy development. There was a clear structure to the training, yet flexibility to allow for cultural and linguistic nuances. The team’s ability to balance international standards with local realities gave the training exceptional depth and relevance. I believe every participant walked away more confident and better prepared to contribute meaningfully to early-grade literacy in their language.
What advice would you offer to different governments, stakeholders and policy-makers?
I strongly urge governments, stakeholders and policymakers to prioritize the integration of indigenous languages into foundational education. Supporting projects like this through curriculum reforms, teacher training, and material development will have a lasting impact on literacy rates. There is also a need for sustained investment in local language publishing and early-grade reading initiatives. Policymakers must recognize that language is not just a tool for communication, but also for cognitive development and cultural preservation. By institutionalizing mother tongue instruction and supporting initiatives like Room to Read’s, we can close literacy gaps and strengthen our national education system from the ground up.
