The importance of having books with local stories, in your own language

It is our passion at The Steve Sinnott Foundation to share stories.


We listen and learn from them. We amplify peoples voices through storytelling. It feels right and important at this time, especially for young peoples’ voices to be heard.


On World Book day our CEO, Ann, looks at the importance of storytelling and having books that speak your language from a cultural and linguistic point of view.



Ann: I confess I am a bookworm. As a young girl I always had my head in a book, it is way of escaping and creating dreams. I loved reading stories to my daughter and then my grandchildren.


Most of all they loved hearing stories about real life, about our relatives. If I told my stories about when I was a little girl, they would always ask me to repeat them, and my grandchildren loved hearing stories about their mum. It makes connections and gives you a sense of belonging to your family. I wish I knew more about my family’s stories but I left it a little too late to gather them. It feels so important to me that we share our stories and learn from each other.


The other thing I love doing with children and adults is making up stories. It is a lovely adventure as you never know where you will go or end up.



I have had many conversations with educators across the world and the same themes keep coming up. I thought I would share why we believe sharing stories and writing them down is so important.



The importance of books with local stories


  • Local stories raise the socio-cultural awareness of the readers
  • They promote the values of love, unity and social cohesion
  • They enhance the preservation of the socio-cultural history of the local people
  • They aid readers to relate the stories with their local realities
  • Readers easily understand the setting, themes and plot development of the stories
  • Local stories teach moral lessons to readers within their own cultural context
  • Local stories promote an understanding of the people and their perspectives on a variety of issues
  • Local stories educate and entertain readers by celebrating their own culture
  • Stories encourage listening and learning about one another, to develop understanding and empathy

 

We are proud to be supporting teachers in The Gambia to write and publish their own story books which will be shared in schools later this year.




The importance of books in your own language


We are excited to have a copy of Goute Sel, the Haitian Creole workbook which the Alpha Creole literacy project is using in Limonad, Haiti. Many adults had to learn to read and write in French, which is not their mother tongue. It is extremely important for people to learn to read and write in their own language. Haitian Creole is the most widely spoken language in Haiti. This teaching resource it gives everyone who learns to read and write in Haitian Creole a sense of themselves, and a sense of their place in the world.


You can support our mother tongue literacy projects here.




Do something a little different this World Book Day


So this World Book day I encourage you to buy a mother tongue book and spread a little joy and adventure in the world.


Support our mother tongue literacy projects
Steve Sinnott • March 2, 2022
By Helen Porter January 30, 2026
Summer of 2025, I volunteered in Lusaka, Zambia with Mission Direct to improve educational facilities for school children and staff. These nursery school children live in very basic and small homes in the Kaunda Square Compound. They are currently being educated in overcrowded classrooms with very little space for play and movement. The new school building will allow more children to benefit from an enriching nursery education and ensure that they are ready to learn when they start their formal schooling at the age of six. It will also enable more mothers to work and contribute to their families’ income. The children were very happy to meet us and performed a wonderful song with actions to thank us. Witnessing the challenges of these families living in poverty led me to reflect on the Sustainable Development Goals (SDGs) that finding a route out of poverty (SDG1) often starts with a quality education (SDG4). Educating children to become literate, numerate and confident, responsible young people allows them to obtain secure employment with fair pay and to have the prospect of rewarding careers, leading to economic growth (SDG8). Of course education is about so much more than preparation for future employment. An educated person is better prepared to maintain the health and well-being of their family (SDG3) and ensure that nourishing food is provided everyday (SDG2). We are disappointed and saddened to learn that some of the world’s wealthiest nations are slashing their overseas development budgets. This makes the work of NGOs even more vital as they strive to reduce inequalities (SDGs 5 and 10) to ensure that all children benefit from a quality education.
By Isata M Kamara January 29, 2026
Addressing SRGBV comes through different methods. One effective approach is to provide the most at risk of becoming victims with required skills and knowledge. The essence of this approach is to keep girls safe, engaged and ensure before they return to school that they have a better understanding of SRGBV. The phenomenon of school-related gender-based violence [SRGBV] undermines the right to education for countless children, particularly girls. In the initial phase of our project, we successfully implemented SRGBV awareness and prevention programmes in 14 schools across Bombali district Northern Region. Phase one involved training school staff, engaging students, and building community awareness to create safer school environments. This phase focused on training girls to make reusable sanitary pads and other soft skills to engage them in daily activities. The project engaged over 50 students between the ages of 12-18 years in skills training to help keep them engaged in learning how to make reusable sanitary pads, bead design and cake making. The overall implementation of the project was a success as all of the girls engaged were able to learn new skills and new knowledge relating to GBV prevention. Below are some of the specific successes; Girls were trained in making reusable sanitary pads, sewing and bead design work, basic cake making skills, learning to identify violence, report it and learn how to prevent and de-escalate violent situations and how to stay positive in life through mentoring and supporting each other. This increased the knowledge of community stakeholders and parents on the impact both in and out of school. 100 participants including parents, education officials and community leaders were engaged. Despite the successes recorded, there were some challenges in the implementation. Challenges The rains were heavy and affected some classes Inflation in the market affected the proposed initial costs and the current cost of items The number of stakeholders and parents engaged were more than the proposed number leading to an increase in the food budget BY ISATA M KAMARA DIRECTOR OF GENDER EQUALITY AND DEVELOPMENT FOR SOCIAL ACTION (GEDSA)
By Sarah Grey January 28, 2026
Alfa Limonade, Haiti  For all our people who were deprived of childhood education, the objective of this Alfa programme is to provide the opportunity to become literate. In Haiti, especially in rural areas such as ours, literacy rates are dismal. 44% of Haitian men and 56% of Haitian women are illiterate, but these statistics are far worse in villages and the countryside. (UNESCO) Launched 23 years ago, Alfa uses an excellent participatory text book, Goute Sel, for writing, reading, and comprehension. It was developed specifically for use here in Haiti. We also use Ti Koze Sou Istwa Peyi Ayiti, stories and questions from Haitian history, and Lekti Net Ale, reflections on connecting with the world. Through blackboard instruction and Kaye Kalkil, Alfa participants practise exercises in arithmetic. At the second level we launch group discussion through reading Edikasyon Civik. After long consideration, our team of monitors has established that Alfa must develop its own practical introduction to numeracy for adult learners. Our improved numeracy project must adjust to the situation of Alfa participants. Obviously, in their daily lives our participants constantly face numeracy problems. Having no education, they were unaware of their lack of capacity. Today, through Alfa, they are gaining in literacy, and we should also ensure that, despite their often advanced ages, they also become numerate. They must not lose this gift simply because they have been deprived of the basic human right to education. Through our new tool, Alfa’s market women and peasant farmers will grasp the basics of numeracy, so that they are not lost in the economic situations of their adult lives. They will address these problems with awareness, papers and pencils in their hands - just as others do! Chancy Jacques, Alfa Supervisor, and Antolius Pierre, Alfa monitor in Jede, are collaborating on Alfa’s own book, Kalkil San Limit, with the following objectives: To support our monitors with a good tool for introducing numeracy. To reinforce the capacity of every Alfa participant. To enable participants to reflect productively. To enable participants to calculate well and fast. To enable participants to record their written results. Thus Kalkil San Limit will include the following sections: numeracy, problem solving, geometry, and mental calculation. Numeracy is a key part of the core skill base of a literate individual. In our Haiti, this means the ability to understand and use basic maths in real life situations at home, in the market place, or for agricultural transactions. We are preparing to go to print this summer! By Sarah Grey Alfa Limonade, Haiti