Research in a rural area of northern Cameroon where most adults describe themselves as illiterate reveals a complex picture in which three languages are used in different ways and in different domains of life. The profile of the literacy practices associated with these languages is correspondingly complex. This paper argues that it is important for the organisers of literacy programmes aiming to improve literacy among adults to be conscious of the varying language and literacy practices in their locality and to design teaching programmes which respond in a contextualised manner to the uses of literacy valued by the learners. (Contains 1 note and 1 figure.)