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n and second languages, the sustenance of conscientizacao must also prevail. Conscientizacao must not be absent from the teaching of vernaculars in societies once dominated by imperialism. The intersecting of vernacularisation with conscientizacao offers excellent prospects for liberation. It is at the foregoing juncture that historical, cultural, educational, sporting, and scientific achievements of vernacular users can be revealed, very powerfully. The matters of scientific accomplishments are of particular interest, here. These developments, which several observers in the rich developed world associate with alternative medicine, are integral to the everyday lives of vernacular users. Their massive economic significance is so paramount to the forces of domination that prominent bio and agro-chemical multinationals have been seeking to exploit the curative values of plant life indigenous to Africa, Asia, and South America. The case for vernacularisation can be made by looking at a discussion from Carrington ( 1997, pp. 82 - 92 ) on strategies for the establishment of vernacularisation of literacy. One of Carrington’s main points of departure is his acceptance of this definition of a literate person offered by Gudschinsky ( 1968, p. 146 ): “That person is literate who, in a language he speaks, can read with understanding anything he would have understood if it had been spoken to him; and can write so that it can be read, anything that he can say.” Carrington proceeds to list three strategies all of which are closely correlated with the achievements noted above. The first strategy consists of identifying and acting in settings within the lives of vernacular users where they recognise that their everyday existence can benefit from literacy in their language. The second strategy is to locate and act in contexts where the common good for the citizenry is sufficiently uncontroversial that the medium for transmission of information is not regarded as threatening by the literate social establishment. The final strategy is to find and explore routes along which vernaculars have filtered into linguistic areas which are primary areas of official languages. In his introduction to Friere’s “Education for Critical Consciousness”, Denis Goulet says no contemporary writer more persistently explores the multi-faceted nature of critical consciousness than Paulo Friere, a multi-cultural educator with the entire world as his classroom. If the international compass of communicative language pedagogy is to have a world focus, its proponents cannot trivialise radical democratic multiculturalism. In so doing, they must embrace language use for the abolition of domination and can neither ignore nor exclude the Brazilian intellectual. References Allen, J.P.B., Cummins, J. Harley, B. and Swain, M. “Introduction,” in B. Harley, J.P.B. Allen, J. Cummins and M. Swain. eds., The Development of Second Language Proficiency. Cambridge: Cambridge University Press ( 1990a): 1-3. Allen, J.P.B., Cummins, J. Harley, B. and Swain, M. “Response by DBP Project Members to the Discussion Papers of Lyle Bachman and Jacquelyn Schacter, in B. Harley, J.P.B. Allen, J. Cummins and M.Swain. Eds., The Development of Second Language Proficiency. Cambridge: Cambridge University Press ( 1990b ): 50-54. Ansre, G. “Four Rationalisations for Maintaining European Languages in Education in Africa.” African Languages. Vol., 5. No., 2. pp. 10-17. Bachman, L. Fundamental Co