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.