ABSTRACT

This chapter provides a conclusion to the book and makes practical recommendations on how the changes in language and literacy policies identified in this study can inform government policymakers, teachers, and other stakeholders. The chapter is divided into several sections, starting with a summary of the significant changes in the language and literacy policies for the lower grades from 1957, namely the English-only policy, the local language policy, and the National Literacy Acceleration Programme. This is followed by a summary of the benefits and limitations of the three policies and teachers’ views on how the policies they use are formulated. When discussing the impact of teachers’ classroom practices, a number of recommendations are put forward for different stakeholders in education. A framework is proposed to support teachers in their work. It is hoped that a national association for literacy is formed to focus on research, training, and influence policy as the debate on children’s language and literacy continues post-independence.