Busy Intersections

This chapter reports on the applicability of a pedagogical model for use in West Africa that is drawn from adult literacy practices in the United States. It proposes bridging the gaps between linguists, teachers, and community organizers, and building on the ethnographic skills of language documenters. One increasingly important goal of language documentation has been creating and mobilizing documentation in support of pedagogy or even as a social movement. A documentary perspective is here synthesized with an adult literacy one, fitted to the context of West Africa, to offer some guidelines for revitalization efforts.