Because of the significant political implications of first and second language policy, many decision-makers have been reluctant to review language policy in the context of literacy work. Issues that must be considered include the following: whether mother tongue literacy should be a precondition for introduction of a second language in school-based and nonformal settings; conditions under which mother tongue literacy should precede second language literacy; and effects of policies regarding language of instruction on literacy after schooling. In Latin America, the value of native languages and cultures is recognized; the value of culture in bilingual literacy is promoted; and local languages and cultures are being integrated into the educational process. In Africa, on the other hand, African languages are in grave danger, and extra support for them is needed in the schools. Among the issues that must be addressed when imparting language skills in a global language of communication are the following: learners should immediately experience the applicability of their newly acquired language skills; development of simple language units requires cooperation in international research; new didactics and methods must be developed that give equal consideration to everyday use of the language of communication and learning environments outside the school system. (MN)