The literature abounds with resources that provide guidance in the materials development for non-dominant languages. These have been published by international organizations like UNESCO, the World Bank, and the Asian Development bank, national aid organizations like the U.S. Agency for International and the UK's Department for International Development, and non-profits like SIL International. A number of these resources directly address materials creation in non-dominant languages, while few discuss materials creation in developing countries more generally, but still bring up important decisions and issues that will come up in the process. In looking at materials that fit completely in the overlapping space between non-dominant languages and materials creation, the bulk of the literature was written by members of SIL International. Founded in 1934, SIL is a faith-based non-profit that works with local language communities to advance development, education, and spiritual engagement. The organization takes a grassroots, language-oriented approach to developing materials, and a number of their resources give very targeted guidance. There are more texts by SIL on this topic, but for the sake of brevity, the following works provide a comprehensive summary.
Of SIL's resources, one of the earlier texts is Gudschinsky's work A Manual of Literacy for Preliterate Peoples, written in 1973 \cite{gudschinsky_manual_1973}. Gudschinsky describes a specific approach to creating basic reading materials using an analytical method focused on reading individual graphemes and syllables, with special attention to the features of the individual langauge. The book takes a step-by-step approach to the process that can be followed by people working in literacy programs for other non-dominant languages. Although she advocates the development of a wide range of literacy materials, she is best known for this very analytical, linguistically focused method for teaching reading. Materials that use her approach are still often referred to as "Gudschinsky primers" by people who work for SIL. One useful feature of the book is that it discusses "special problems" that may arise during materials creation, like orthography issues and multiple dialects (\cite{gudschinsky_manual_1973} 109). Two decades later, another book on primer creation came out, focused on using SIL's PRIMER software for linguistic analysis \cite{weber_primer:_1994}. Many projects in non-dominant languages continued to apply a linguistically focused approach in the tradition of Gudschinsky, which requires detailed language analysis. The PRIMER software performed some of the analysis, and the majority of the book provides very specific instructions on data entry and manipulation.
Another approach to literacy instruction incorporated the analytical method advocated by Gudschinsky, but added more focus on meaning with the reading of texts, sentences, and words. Stringer originally developed it and called it the Multi-Strategy Method (MSM), also known as the Two-Track Method, because of the way it incorporated both analytical and meaning-based approaches. One description of this method is found in Working Together for Literacy by Stringer and Faraclas, which contains detailed step-by-step instructions for developing alphabets, creating literacy materials, and conducting teacher training using those materials \cite{stringer_working_2001}. Following this, Rempel developed the Multi-Strategy Economy Model (MSEM), which used the same principles as the original method, but streamlined the materials and classroom instruction. Her Trainer's Guide for the Multi-Strategy Economy Model also takes a very step-by-step approach with a number of illustrative examples \cite{rempel_trainers_2006}. Another manual published by SIL members ctonains handouts to assist identifying cultural themes, incorporating local art forms, writing different kinds of stories, and even how to divide up the time in a writing workshop. \cite{foerster_workshop_2013} While the handouts may be especially helpful to education consultants, more experienced practitioners may find resources to support their work, too.
Malone has also published extensively on multilingual education in non-dominant languages, including guidance on materials creation \cite{malone_planning_2010,malone_resource_2013,malone_developing_2007}. Although most SIL materials convey the importance of working with together with community members to help them achieve their literacy goals, Malone's writing emphasizes preliminary research of the context and ensuring that the community sets their own goals for the educational program. Her writing is also step-by-step, and her manual Planning Mother Tongue-Based Education Programs in Minority Language Communities offers guidance for orthography development, creating instructional and supplementary reading materials, training instructors, and program evaluation.
Besides the SIL texts, two other works addressed the actual creation process for non-dominant languages in detail. McCullough provides guidance for others working on teaching and learning materials in non-dominant languages \cite{mccullough_constance_m._preparation_1968}. She had consulted on materials creation in India, and she wrote a book to provide a common background for project participants, with the goal of reducing the need for external consultants and making similar projects more efficient. It gives insight into issues that need to be discussed, including establishing the scope and themes in the materials, considering child language development, approaches to literacy instruction, book layout, and thoughts about story structure. Châtry-Komarek also wrote a book offering a framework for developing materials, which will be described in more detail below because it provides case study information \cite{chatry-komarek_tailor-made_1996}.
A number of other works provide some guidance in materials development for non-dominant languages. Some of these do focus on non-dominant languages, but with little information about the actual creation process, while others do the reverse. UNESCO pbulsihed a guide to incorporating African languages into education systems that includes a checklist of the activities that should happen during the materials creation process \cite{noauthor_planners_2011}. A UNESCO document from their Asian Cultural CEnter takes a similar checklist approach. The report Development of Basic Literacy Learning Materials for minority Peoples in Asia and the Pacific came out of a regional meeting in 1994. Participants collaborated to create guidelines for preparing literacy materials, with very brief descriptions of each of the steps. \cite{rai_development_1994}. Brunswic and Hajjar also published a report on planning textbook development in Africa, with information about different models for the publishing process, who should be involved in the preparation, and a brief reference to the logistical issues in local language publishing. More recently, Smart and Jagannathan explain the process and decisions around the textbook making process in Asia and offer a brief consideration of language issues \cite{smart_textbook_2018}. Their work also looks at the process more broadly, with sections about cost management, manufacturing, and distribution.
There is also a body of literature that addresses the topic of the policies and provision of textbooks. These generally do not offer specific guidance on the process of creation, but some address issues around language that would be helpful in planning at a larger level. The most recent resource found is a toolkit published by the United States Agency for International Development (USAID) on planning for language use in education. It touches on materials development briefly, but spans the wider process with recommendations for engaging stakeholders, supporting language standardization, developing language policy, and monitoring outcomes \cite{rti_international_planning_2015}. The UK's Department for International Development (DFID) published a report on policies and practices around the provision of teaching and learning materials. It touches on language, but takes a rather negative approach toward the use of local languages, citing financial complications, complexity in teacher training, politics, and different levels of population and development between language communities \cite{read_learning_2011}, 15. Also writing about publishing, Edwards and Ngwaru acknowledge the constraints on local language publishing, but provide possible solutions. To provide supplementary reding materials, publishers may be able to increase African language book sales by identifying more interesting topics, altering distribution patterns, and providing books at lower price points \cite{edwards_multilingual_2011}, 443–445.
This study seeks information about real projects that happened, and the literature provided some texts that covered this with some degree of detail. One of the most complete of these was Châtry-Komarek's book Tailor-Made Textbooks: A Practical Guide for the Authors of Textbooks for Primary Schools in Developing Countries. As the name suggests, it is similar to the texts above in offering step-by-step guidance, but uses the author's experience creating materials in the Malagasy, Quechua, and Aymara languages to illustrate how a project might proceed and the unexpected difficulties along the way. The technological detail in the book is no longer up to date, but suggestions for structuring the project are still helpful \cite{chatry-komarek_tailor-made_1996}. More recently, Châtry-Komarek co-authored an article about materials creation in the National Literacy Acceleration Program in Ghana. The authors document the timeline for the project and the backgrounds of people who worked on the project, which is helpful. However, it is difficult to determine how the team made decisions because of the heavy use of the passive voice in phrases like “books were developed” and “templates of all the materials were elaborated in English”. Additionally, the authors discuss the ways that Ghanaians from 11 language groups collaborated and were able to share and learn from one another’s experience, with greater feelings of empowerment and Ghanaian identity afterward. However, details of who stood in the more powerful position of training-designer and template-maker remain unknown \cite{rosekrans_education_2012}, 609-611#.
Trudell and Ndunde’s (2015) report Making Space for Local Knowledge provides a clear description of community involvement in the beginning phases of materials development in a Kenyan language community. SIL International members trained Kamba-speaking facilitators, who ran focus groups with community members to decide on the types of stories that children should read. Six categories of stories arose from these, and then writing sessions in Kamba-speaking communities developed appropriate literature \cite{trudell_making_2015}, 8-9#.