EdData II: Data for Education Research and Programming (derp) in Africa

3.4 
Support language standardization and development
In tandem with decision-making regarding the selection of a pedagogical approach to language 
use in education, USAID can help support language standardization and terminology 
development for academic use. One recent instructive example of USAID’s added value in this 
regard comes from Uganda, where a health and reading program is assisting in developing both 
assessments and teaching and learning materials in 12 local languages plus English (see text box 
below). Universities, language experts, local NGOs, or linguistic organizations such as SIL 
International, can be tapped to help communities develop and standardize writing systems for 
their languages. Other resources related to language standardization include a UNESCO toolkit 
(Kosonen, Young, & Malone, 2007; Malone, 2007). Free dictionary software (for example, the 
Wesay freeware provided by SIL: www.sil.org) also can be downloaded from the Internet to help 
communities to quickly start an initial dictionary. 
Orthography standardization and reading instruction: USAID support in Uganda 
Prior to developing reading materials in 12 Ugandan languages under the School Health and Reading Program, 
project staff worked intensely with technical experts to ensure that several orthographies (language writing 
systems) that were new or for which consensus had not yet been established were reviewed and standardized 
(RTI International, 2013b). Over an intense period of approximately six months, the project team and advisors 
helped establish or strengthen 12 local language boards; conducted orthography review workshops for each 
language; prepared 30- to 50-page orthography guides; and collaborated with the language boards to discuss, 
correct, amend, validate, and adopt the writing systems. The project team then trained writers in the standardized 
orthographies, assisted in compiling appropriate vocabulary lists for each language, and oversaw the authors’ 
practice in reading and writing their languages. Teaching and learning materials were then developed using the 
agreed-upon orthographies.

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