ABSTRACT
This chapter explores early childhood literacy practices that African countries use to transmit literacy skills in schools. Despite the multiplicity of languages within and across national boundaries, educational practices in Africa are in some ways comparable because of the homogeneous nature of socioeconomic challenges facing the continent. The chapter begins with a general overview of language policies particularly vis-a-vis the dichotomy between students' mother tongue and school language. Variations in orthography are also discussed to determine how they influence literacy policy and its implementation. To provide a clear picture of the early childhood literacy practices in Africa in general and sub-Saharan Africa in particular, Zambia has been used as an illustration because not only does it provide a good example of multilingualism, but multiple language policy shifts over the years are noteworthy and well documented.
