Our projects
The Literacy Initiative is currently assessing literacy project proposals with partners in Nepal & Pakistan.
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We hope to start delivery in February 2025 (and grow from there!)
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Further information about our work will be added to this page as soon as project delivery and reporting begins.
​We will also be creating a 'Latest Updates' page with blog posts/videos/photos of all of our projects. Please check back soon, or contact us for more information.
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More information about how our projects will develop and teach minority languages is detailed below.
How are written scripts for minority languages developed?
The process of developing a way of spelling and writing a language (an 'orthography') requires close working with local language communities, as well as input from experts in linguistics.
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In very brief summary, the following are the key stages in developing an orthography:
• Identifying all the speech sounds in the minority language
• Classifying ‘phonemes’ (individual speech sounds) and ‘allophones’ (individual ways in which these speech sounds can be pronounced but which do not affect their meaning).
• Designing and assigning ‘graphemes’ (written symbols for sounds) which represent each of the individual phonemes.
The symbols are based on the script used by the ‘language of wider communication’ in the region concerned. (So, for example, minority languages in Pakistan would use the written script of Urdu, which is the national language, as a base)
This results in a ‘trial orthography’ in the minority language.
This trial orthography is then tested closely and adjusted with the minority language community, resulting in a ‘working orthography’ and finally a ‘standard orthography’, although this last step takes a few years.​​
What happens once the written script has been developed?
Following the development of the working orthography, our projects will:
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develop written teaching materials in the minority language
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teach literacy classes in the minority languages
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teach key aspects of the language of wider communication, with a view to addressing the health and social problems in the community
The projects will also then (via software) provide the community with the means to develop their own written materials in their minority languages using the orthography, and to translate existing materials in other languages into their minority languages.
How do the literacy classes work?
Once a working orthography has been developed, the local community can then also learn to read and write in the minority language via local literacy classes.
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The communities themselves will promote the literacy classes, which will be taught by local teachers in a simple local room or venue at a time which is as convenient as possible for all to attend. ​The classes will be open to every member of the community, including men, women and children.
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The classes follow a carefully planned curriculum based on best practice in language learning. The initial classes aim to bring learners up to at least level-2 reading comprehension and level A-2 writing skills in the minority language.
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Once learners have reached this level, they can also participate in 'needs-based' literacy classes in the language of wider communication, enabling them to understand key health or practical messages and tools to improve their lives (for example, accessing online banking, or learning about nutrition for pregnant women and new mothers).
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As members of households become literate, they can then assist other members of their households and neighbours: both by directly passing on the literacy skills and knowledge they have learnt, and by generating demand for further literacy classes in their local area.