Prof. Chinwe Anunobi, CEO of the National Library of Nigeria, has advised Nigerian parents to continuously speak indigenous languages to their children.<\/p>\n
Anunobi made the comment at a media event hosted by the National Library of Nigeria, Lagos, in partnership with Zaccheus Onumba Dibiaezue Memorial Libraries and Book Aid International to commemorate this year’s International Literacy Day.<\/p>\n
She noted that literacy development, particularly in indigenous languages, starts with the family.<\/p>\n
Anunobi suggested that parents encourage this by giving their children books.<\/p>\n
\u201cThe promotion and development of literacy, especially in indigenous languages, starts within the family. Parents should speak their native languages to their children from a young age. And when it comes to special occasions like birthdays, instead of just buying a child cake or sweets, why not gift them books? A few simple books can have a lifelong impact.\u201d<\/p>\n
Anunobi stated that while the National Library is primarily a research library for higher education institutions, it also has a unique responsibility to promote reading, which is critical to improving literacy.<\/p>\n
\u201cLiteracy is not just about speaking\u2014it involves coding and decoding symbols. Increasing literacy rates requires more than words; it requires tangible actions.<\/p>\n
\u201cFor example, Ireland increased its literacy rate to 95 per cent through a dedicated effort to promote reading. I don\u2019t see the same level of commitment here in Nigeria. The best way to encourage reading is to provide children with the materials they need in their classrooms. It\u2019s not enough to just tell them to read or assign homework; we must give them opportunities, like library hours where children can read and discuss what they\u2019ve learned.\u201d<\/p>\n
She added that the library planned to develop programs in which youngsters would be given books to read and then return regularly to discuss them.<\/p>\n
\u201cThis ensures they are actively engaging with the material, and the books provided are tailored to their reading level. We can\u2019t improve literacy by just talking about it\u2014it has to be taught and nurtured through structured programs,\u201d she said.<\/p>\n
Co-founder and Chairperson of the Board of Trustees, Zaccheus Onumba Dibiaezue Memorial Libraries, Mrs Ifeoma Esiri,\u00a0 said in line with the theme, \u2018Multilingual Education,\u2019 emphasised that Nigerian children must be able to read and write in local languages.<\/p>\n
\u201cIf you\u2019re Igbo, your child should be able to read a book and write in Igbo; the same goes for Yoruba, Hausa, and other languages. Literacy isn\u2019t just about mastering English; it\u2019s about understanding and preserving our written languages.<\/p>\n
\u201cThe earliest books in our local languages were religious texts. For example, in my village, many people still read the Bible in Igbo. We need government programs to expand this to other kinds of books in our native languages so that people, not just children, can access literature and knowledge in their tongue. This is how we foster true literacy by allowing communities to read and learn in their languages.\u201d<\/p>\n
While speaking on how to address issues of children who initially learned in their local language struggle when they transition to English in higher education, Esiri explained, \u201cThat\u2019s an excellent point, and it highlights the complexity of our educational system. In the North, much schooling is conducted in local languages, and it has worked effectively. For instance, the late Sir Tafawa Balewa wrote a book in Hausa, which was a bestseller because everyone in his community could read it. I\u2019ve read a translated version, and it was a beautiful story.\u201d<\/p>\n
She also argued that Nigerian writers should generate literature in Nigerian languages.<\/p>\n
Esiri added, \u201cWe need more Nigerian writers to produce literature in our local languages. While there are a few, most are based in the North. It\u2019s a tragedy when a child who has been educated in a local language struggles when forced to transition to English for higher education. It\u2019s a systemic failure that we need to address.\u201d<\/p>\n
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