The Role of Local Dialects in Enhancing Literacy in Night Schools for Adult Learners

Nilesh Pawar

Independent Researcher

Maharashtra, India

Abstract
This study examines the influence of incorporating local dialects in night schools on the literacy acquisition of adult learners. Recognizing that adult education often faces challenges related to motivation, comprehension, cultural relevance, and cognitive load, the research investigates whether using learners’ mother tongues enhances engagement, retention, and socio-cognitive outcomes. A survey of 100 adult learners enrolled in night schools across three linguistically diverse districts was conducted, complemented by pre- and post-literacy assessments and in-depth interviews with instructors. Quantitative analysis assessed gains in letter recognition, word decoding, reading comprehension, and writing proficiency, while qualitative data explored learner perceptions of relevance, identity affirmation, and peer dynamics. Results indicate that instruction in local dialects significantly improves literacy performance (with effect sizes exceeding 0.8 for key measures), increases learner confidence by over 40%, and reduces dropout rates by 25%. These findings suggest that curriculum designers, educators, and policymakers should integrate dialectal instruction and culturally grounded materials to foster more effective, inclusive adult literacy programs. Implications for materials development, teacher training, and policy frameworks are discussed.

Keywords
Local Dialects, Adult Literacy, Night Schools, Mother Tongue Instruction, Learner Engagement

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