Pidgin and creole languages are spoken by more than 75 million people, but the vast majority of their speakers acquire literacy in another language – usually the language of a former colonial power. This paper looks at the origins of Pidgins and creoles and explores some of the reasons for their lack of use in formal education. Then it describes some language planning efforts that have occurred with regard to instrumentalisation and graphisation of these languages, and the few cases where they are actually used to teach initial literacy. The paper goes on to discuss how speakers of pidgins and creoles more commonly acquire literacy in the standard European language officially used in formal education. It concludes with a short sections on the role of pidgins and creoles in newspapers, literature and other writing.