International Mother Language Day

International Mother Language Day is observed annually on 21 February to promote linguistic diversity, multilingual education and inclusion. It has its roots in the language movement in Bangladesh.
On 21 February 1952, police fired at protesters in Dhaka, East Pakistan (now Bangladesh). Students and activists wanted Bengali to be recognized as a national language. Many sacrificed their lives for language rights, which led to the recognition of International Mother Language Day being celebrated on 21 February.

Mother Language Day highlights that 40% of the global population lacks access to education in their mother tongue, which seriously impacts learning.
This day encourages reading and using local languages to support equitable and inclusive education for all. Studies show that children taught in their mother language are 30% more likely to read with understanding by the end of primary school.

Overcoming Misconceptions

Mother tongue education is sometimes met with scepticism due to the misconception that it is not “aspirational” enough.
However, when children learn in their local language, they navigate knowledge with confidence—concepts become clearer, ideas flow freely, and the joy of discovery grows.

Studies continue to show that children learn better when they can associate new concepts with familiar words and phrases from their home language.
They tend to perform better academically, demonstrating deeper understanding and stronger comprehension skills compared to peers who begin education in a second language.

Evidence from African Countries

Countries like Ghana and Uganda have strong language policies supporting mother language instruction in early grades.
Learning to read in one’s mother tongue helps reduce dropout rates and makes education more engaging, meaningful, and enjoyable.
If reading fundamentals are taught in local languages, these skills can later transfer to a second language.

In communities in Ghana where reading was taught in the mother tongue, English reading comprehension increased significantly—from only 7% to 27%.

Language diversity is cultural diversity and should be acknowledged and celebrated.
Storybooks for young children must therefore be developed or translated into local languages.

Local publishers such as Pangea Publishing House in Uganda have developed 160 titles, many in the 12 officially recognised local languages used as languages of instruction in lower primary school.

In this way, “Stories for Inclusion” promotes disability inclusion and improves early grade literacy, helping children develop a passion for reading.

The “My Name is Runa” Reading Initiative in Ghior and Daulatpur

The story of Runa is now being shared with children in several villages in Ghior and Daulatpur. Every Friday, fifteen enthusiastic volunteers visit children in their own or neighboring villages to read aloud from the book “My Name is Runa.”

Many of these children do not have storybooks at home and rarely have the chance to put themselves in someone else’s shoes. Runa’s story shows them that children with and without disabilities share the same fears, dreams, and emotions.

Reading together is just the beginning—there is also plenty of fun and interaction. Children act out the story, sing, dance, and enjoy the experience together. Parents, neighbors, and other villagers also listen in, becoming more aware of the impact of bullying on children.

Through this activity, both children and adults learn about empathy, understanding, and inclusion in a playful and accessible way.

Hello

I am Runa.

“I have Cerebral Palsy and I live in Bangladesh. Because I walk and talk with difficulty, everyone calls me “an idiot”! Now I play the lead role in a storybook, in which I tell everyone what it is like to have a disability and to be teased. My story has a surprising end. I hope it helps to raise awareness about how it feels to grow up with a disability”

The book “My name is Runa” is based on the true story of Runa, an 18-year old girl in Bangladesh with Cerebral Palsy (CP). The story highlights her experiences growing up, both positive and negative. Runa, who is now a teaching assistant at the Niketan school for children with special needs in Dhaka, will visit mainstream schools in Bangladesh to talk about CP.