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others) Abdalla, Sannu da aiki. Re your correspondent's question re reading & writing Hausa on the web - "What's next?" - there are a couple of different issues I see: First, obviously, is the degree of support (in an applied sense) for quality Hausa language sites, that could as part of their work, address the needs of native speakers who are not as familiar with using written forms of their language as they'd like to be. I'm afraid I don't have a satisfactory answer here. One idea, though, is a kind of "outreach" of Hausa language programs at universities, in collaboration with others active in Hausa on the web. Northern universities might have to take the lead, only because of their more full access to the technologies. It might be interesting to link Hausa courses at the latter with Hausa courses in Nigeria and Niger and efforts to improve native speakers' reading & writing skills in the language. Second is to step back and look at a larger issue - or really set of issues - around children learning Hausa (and other African languages). As a non-African I come to this particular subject from two different angles: as someone who has learned a couple of African languages (& smatterings of others), and as one who has, with my wife of different nationality and maternal language, considered how to assure that our child is grounded and educated in languages of both "baba" and "mama." There are systematic ways of building children's multilingual skills, but I'm not aware of how well these are known in Africa even among families with more formal education. Worse, there are even hints in some places of the (fallacious) notion that children who grow up learning more than one language are at a disadvantage generally, and in prticular in whatever language is seen as being a tool for "getting ahead" later in life (I've seen mention for instance of Xhosa-speaking parents trying to speak only English at home with their children and elite families in Côte d'Ivoire who speak only French). It seems that in traditional settings in Africa (to the extent one may so grossly generalize), children learn their maternal language (and others) from family and others in the community (peers etc.). This may work well in primarily oral settings where there are skilled speakers - the proverbial village - but in the face of social change, urbanization, and schools that more or less exclusively emphasize English and French, it seems inadequate. Although I haven't studied this, it seems that on one hand children may grow up with incomplete language skills in their maternal language(s), possibly involving a melange of languages (tending towards pidgins in some urban areas?), and on the other, parents focusing uniquely on English or French at home. And then in the diaspora there are families where the maternal language is more or less abandoned. The question this leads me to is whether techniques used by bilingual & international couples to bring up their children speaking both parents' languages could be adapted for use within Africa, so that children become fully fluent (and literate) in languages of their heritage as well as those of international utility - and have the best of both worlds. The two issues I raise are connected, in that a site dealing with improving adult skills in Hausa could also address how they as parents can more effectively teach languages to their children. Don Wannan wasik'ar i-mel ce daga H-Hausa, inda za'a cigaba da hira game da harshe da al'adu da tarihi da sauran lamura na Hausawa da mak'wabtansu.