Can you imagine growing up without books? And even if you had them, imagine if they were all in a language you didn’t understand. How do you think you’d feel?
Kathryn working on literacy materials That was the reality for most children in the Lunyole- and Lugwere-speaking communities in Eastern Uganda, until very recently.
The only book these children might see regularly was the Bible – and that would probably be an English or Luganda Bible. That began to change when the Lunyole and Lugwere New Testaments were launched in 2017. But even then, they would only have a copy if their parents could afford one.
However, the Bible is hardly the easiest book for a new or younger reader. And if you learn to read at school in a different language to the one spoken at home, then it’s not easy to start reading it, even if it’s in your own language. So how can children learn to read their language – and the Scriptures in their language once they are published?
This is the background for the ‘Let’s Read Together’ programme, which is designed to give children access to books in their own language.
Using the Big Book in a ‘Let’s Read Together’ group The programme involves the production of colourful, attractive books written and illustrated by people from their own language community.
Stories are written, edited, illustrated and typed by members of the communities during two-week writing workshops.
Involving the community in every stage of the process creates a sense of ownership and generates excitement about the impact on the children who will read the books.
For the Lugwere- and Lunyole-speaking communities, the books were designed for four reading levels. Over 30 stories have been published in A5-sized books. Some are in large format A3 size (‘big books’), for leaders to read aloud to the children.
The next step was to establish reading groups, giving the children opportunities to practice reading in their language. These groups were started by volunteers in local churches, with the support of their church leaders and coordination from members of the Bible translation teams.
During two days of training, 40 reading group leaders were equipped with skills to run weekly reading group sessions in their churches and neighbourhoods for lower primary-school age children (6–10 years).
Children practising reading in their own language in a ‘Let’s Read Together’ group The volunteers were supplied with tarpaulins to use as mats, jerry cans for hand-washing, and sets of story books in their language. The volunteers informed parents about the reading groups and encouraged them to send their children.
Since then, 22 reading groups have been meeting regularly.
Well over a year on, and the impact has been considerable.
It is exciting to hear how children’s reading skills have improved and their confidence in reading their language has grown. As a result, the children are being asked by church leaders to read the Scripture reading during church services. This in turn has inspired parents and other church members to want to learn to read their language.
You’re never too young for books! ArnoId Ssetuba, a member of the ‘Let’s Read Together’ team, says:
‘There was this young girl who was reading Scripture in her language in church every Sunday. She challenged many adults to start reading their language with a mindset of “If this little girl can do it – why, I can do it!”’
The word of God is being unlocked for these children now that they have the reading skills to read the New Testament in their language. They have a confidence born out of reading the Scriptures in their language. (Just think of the impact once they have the whole Bible in their languages – due in a few years’ time.)
‘Their behaviour and attitudes have really changed’
But the programme has had unexpected impacts too.
These include improved behaviour and hygiene. Parents report that their children are better behaved, more respectful and more aware of the importance of washing their hands. Some of this is down to the routine in the reading group sessions, the good influence from reading group leaders, and even the moral messages in the stories themselves.
As one leader says, ‘The children don’t waste time hanging around at the roadside now because they have something useful to do.’
A girl reading in her language Immaculate Mudondo, who organises a reading group in Namengo Main, where the children come from very low-income families, says:
‘Because we treat the kids with kindness and love, they make an effort to bathe and dress with clean clothes before coming to the group. They really look forward to coming to the group, and even clean the area where they meet under a mango tree. Their behaviour and attitudes have really changed.’
Then there is the educational impact.
The children’s school attendance and academic performance have improved. A survey at the end of 2024 showed that the children’s position in class was much higher than before. And it also revealed that they were more motivated to attend school and do their homework. Their confidence and improved reading skills in the local language have enabled them to transfer their reading skills to English, thereby impacting their school performance. (For more on this topic, see the Pokot story.)
James Konge, who leads a group in Kodiri, says:
A boy reading a book in his language ‘Our parents tell us that their children have really improved, both in reading and writing. They are now even able to read the Lugwere New Testament, and therefore they would really want this programme to continue.’
The church leaders have also talked about how the reading groups have influenced the children’s behaviour, and their attitude towards church. They are participating more actively in church activities such as choir, cleaning, and setting up the church premises.
Scovia, a reading group leader, recently showed me some exercise books, in which the children had written their own stories, inspired by reading the story books in the ‘Let’s Read Together’ group. This is a key moment – when the children aren’t just reading what is put before them, but are inspired and confident enough to begin writing their own stories!
And so begins a new chapter in the lives of the Lunyole- and Lugwere-speaking communities…
