Academic literature on the topic 'Bilingual education - Mozambique'

This article shows how the use of local languages for teaching and learning is enabling classroom interaction and contributing to bridge the gap between rural bilingual schools and pupil’s communities in Mozambique.The evidence produced throughout the analysis is taken from my fieldwork experience as a researcher and evaluator of bilingual education policy and practice in Mozambique. The analysis draws on sensitising constructs from the social constructivist approach to classroom discourse and pedagogy and from the funds of knowledge perspective on educational change and school improvement.The conclusion of the study is that bilingual education is a transformative force in Mozambique. Among other things, classroom interactions and the dialogue between schools and community actors tend to be more effective and symmetrical.

This paper presents an adaptation of the MacArthur-Bates Communicative Development Inventories (short version) into three languages spoken in Southern Mozambique. The tool was adapted to study vocabulary development among children of 12 to 25 months of age in two communities: a rural, monolingual Changana speaking community and an urban bilingual Ronga and Portuguese speaking community. We present a norming study carried out with the adaptation, as well as a validation study. The norming study revealed various predictors for reported expressive and receptive vocabulary size. These predictors include age, socioeconomic status, reported health problems, caregiving practices, and location. The validation of the CDI among a small sample in both communities shows positive correlations between the reported expressive vocabulary scores and children’s recorded word production. We conclude that the adapted CDI is useful for research purposes and could be used as a template for adaptations into other languages from similar cultures.

AbstractThis article consists of a reflection on the ethnographic and political legacy of the protestant missionary Henri-Alexandre Junod. A member of the Swiss Mission, Junod was one of the few missionaries to enjoy the recognition of “professional” anthropologists in his time (among them, Malinowski himself, who praised his pioneering ethnography on the Thonga of southern Africa). But beyond his important ethnographic legacy, his work as a missionary brought him into contact with many perplexities and paradoxes. Besides living and working in the Union of South Africa – present day South Africa – he lived for many years in Mozambique, where at certain times, his presence – and that of the protestant missionaries in general – was not well accepted by Portuguese Colonial Regime. Today, the policies on bilingual education, the process of reinvention of the Shangaan identity, the multicultural dilemmas of post-socialist Mozambique and the role of the Protestant churches in the formation of the civil society, cannot be understood without a systematic and renewed reflection on the legacy of Henri-Alexandre Junod. Cet article propose une réflexion sur l'héritage ethnographique et politique du missionnaire protestant Henri-Alexandre Junod. Membre de la Missions Suisse Romande, Junod fut un des rares missionnaires qui fut reconnu de son vivant par les anthropologues "professionnels" (entre autres Malinowski lui-même qui loua son travail ethnographique sur les Thonga d'Afrique australe). Au-delà son héritage ethnographique, le travail de Junod comme missionnaire l'exposa aussi à plusieurs perplexités et paradoxes. En plus de vivre et travailler dans l'Union d'Afrique du Sud – aujourd'hui Afrique du sud – il vécut durant de nombreuses années au Mozambique où, à certains moments, sa présence – et celle des missionnaires protestants en général – ne fut pas bien acceptée par le régime colonial portugais. Aujourd'hui les politiques d'éducation bilingues, le processus de la réinvention de l'identité Shangaan, les dilemmes multiculturels d'un Mozambique postsocialiste et le rôle des églises Protestantes dans la formation d'une société civile ne peuvent pas être compris sans une réflexion systématique et renouvelée de l'héritage d'Henri-Alexandre Junod.

Numerous studies over the years have shown the beneficial effects of teaching in the native language of children. However, the right to be educated in their own language is hampered in sub-Saharan Africa due to historical, social and cultural issues. In this article we address the linguistic diversity of Mozambique and shed light on the PEBIMO Project, a pioneering experience in bilingual education that aimed to improve the academic performance of students. Analysis of its outcomes also reveal its contribution to the valorization of the local language and cultures, and to promoting greater involvement of families in schooling. Its recommendations have served to strengthen language policy in the Mozambican education system, and nowadays they are still suitable for promoting an inclusive school based on the recognition of the linguistic plurality of the country as a strength, and not as a problem.

This study examines language and education policy in colonial as well as independent Mozambique. Mozambican people struggled for 500 years to free themselves from the grip of Portuguese colonialism. Independence came in 1975. A decade of intense and determined Struggle for Liberation stopped the Portuguese from further destroying the country. The review of the literature provides key concepts and principles in language planning and policy. Then the study examines language and education in selected Sub-Saharan African countries. The ideas and opinions of African writers are brought into the discussion. The main study starts by looking at language and education in colonial Mozambique starting in 1940. This period is important in the educational history of Mozambique. It was during this time that the Missionary Statute, an agreement between the Government of Portugal and the Catholic church, came into being. This agreement entrusted Portuguese Catholic missionaries with education in the colonies. Missionary education viewed Mozambican languages, culture and all things African as deficits. Missionary schools were places of unlearning all things that instilled pride in the Mozambican people. When the War of Liberation broke out in 1964, Mozambicans established their own schools in the areas liberated from the Portuguese. These schools instilled in the students the much needed Mozambican character, and personality. They became the model for independent Mozambique's New System of Education. Mozambique is a nation of many languages. During the colonial period the Portuguese proscribed the use of these languages in education. Consequently, many languages in Mozambique today have not been studied academically. This study uses historical research methods to gather and analyze data, and records the struggles of the Mozambican people as they work toward reconstructing their beautiful country. The study concludes that communities and government be involved in promoting all Mozambican languages. While this study is critical of Portuguese colonialism, it is not an attack on the Portuguese language. The paradox is that while Portuguese is the colonial language, it is also the language of liberation for Mozambicans. It is in this sense that the Portuguese language was declared the language of unity, instruction, and government.

This is a qualitative, interpretive study of discourse on bilingual education in two rural primary schools in Mozambique. My aim was to explore how different views about the purpose and value of bilingual education were manifested in classroom discourse practices and how these views related to historical and socio-political processes. I combined linguistic ethnography and critical, interpretive approaches to bilingualism and bilingual education. Data was collected using different techniques, mainly observation, audio recording, note taking, and interviewing. The study showed that the main official purpose of using local languages in education in Mozambique had been to facilitate pupils’ learning. There were three sets of values associated with bilingual education in the sites in this study: pedagogical, socio-cultural and socio-economic. The use of local languages in the classrooms had been creating spaces for pupil participation and learning. I also found that the beneficiaries in the local communities focussed more on the socio-cultural value of bilingual education, which they saw as prompting the development and upgrading of their languages and associated cultural practices. The study also revealed that, with the introduction of bilingual education, participants had begun to consider the potential capital value of local languages in formal linguistic markets. The general conclusion is that bilingual education is playing a role in social and cultural transformation in the sites in this study, though its potential has yet to be fully explored.

Quando, em 1975, Moçambique se tornou independente de Portugal, adotou o português como língua oficial, num contexto multilíngue. Na educação formal, o português era a única língua de ensino, apesar de a maioria das crianças tê-lo como língua segunda. A partir da década de 2000, o País instituiu o ensino bilíngue: português e algumas línguas nativas uma das quais é o emakhuwa. Contudo, no processo de ensino-aprendizagem do português, particularmnte em seu modo de enunciação escrito, tende-se a desconsiderar a heterogeneidade dessa língua; e a heterogeneidade entre essa língua e as línguas nativas particularmente o emakhuwa; e, ainda, a heterogeneidade da própria escrita. Entretanto, partindo de textos (escritos), produzidos por alunos de duas escolas do ensino bilíngue (português-emakhuwa), foi possível constatar representações linguístico-discursivas que sugerem o modo singular de constituição dessa heterogeneidade. Assim, o presente estudo questiona: a) como se manifesta essa heterogeneidade nas formas linguísticas e nos fatos discursivos; b) como ela é representada na escrita do português no ensino bilíngue?; c) que propostas didáticas para a representação linguístico-discursiva da língua, das línguas e da escrita no ensino bilíngue (português-emakhuwa)? De modo geral, objetiva-se: a) investigar como os diferentes fatores linguístico-discursivos concorrem para a representação da língua, das línguas e da escrita no ensino bilíngue; e b) mostrar como a abordagem da língua, das línguas e da escrita no ensino bilíngue deve priorizar e tratar de forma crítica a heterogeneidade (da língua, entre as línguas e da escrita) de modo a melhorar o ensino-aprendizagem das línguas, em geral, e do português, em particular, no modo de enunciação escrito. Especificamente, objetiva-se: a) descrever a heterogeneidade entre o português e as línguas nativas (particularmente o emakhuwa) na escrita do português; b) sistematizar a representação escrita na heterogeneidade entre o português e o emakhuwa; c) fornecer aos professores do ensino bilíngue (particularmente do ensino bilíngue português-emakhuwa) subsídios didáticos no tratamento da representação das formas linguísticas e dos fatos discursivos em sala de aula. Os resultados confirmam as seguintes hipóteses: a) a heterogeneidade linguística em Moçambique se manifesta como constitutiva na relação português-línguas nativas; b) na heterogeneidade entre o português e o emakhuwa, é, essencialmente, em emakhuwa o lugar de enunciação dos alunos, inclusive no tocante à representação escrita. O estudo se baseia nas teorias da variação linguística (LABOV, 1972), do dialogismo (BAKHTIN, 1992) e da heterogeneidade da escrita (nos moldes defendidos por Corrêa (2004)). Da análise feita (na escrita do português), constata-se: a) a circulação dialógica do aluno i) da matriz fonológica e morfossintática do emakhuwa para o português, ii) da fala do emakhuwa para a escrita do português, iii) da fala do português para a escrita do português, iv) da escrita do emakhuwa para a escrita do português; b) maior valorização do português em relação às línguas nativas, em geral, e ao emakhuwa, em particularmente.<br>When, in 1975, Mozambique became independent of colonialism, it adopted Portuguese as its official language in a multilingual context. In formal education, Portuguese was the only language of instruction, although most children have it as a second language. From the 2000s, the country instituted bilingual education: Portuguese and some native languages - one of which is emakhuwa. However, in the teaching-learning process of Portuguese, particularly in its written enunciation mode, it tends to disregard the heterogeneity of that language; and the heterogeneity between this language and the native languages - particularly the emakhuwa; and the heterogeneity of writing itself. However, from written texts produced by students of two schools of bilingual education (Portuguese-emakhuwa), it was possible to verify linguistic-discursive representations that suggest the singular way of constitution of this heterogeneity. Thus, the present study questions: a) how this heterogeneity manifests itself in linguistic forms and in discursive facts; b) how is it represented in Portuguese writing in bilingual education ?; c) which didactic proposals for the linguistic-discursive representation of the language, the languages and the writing in the bilingual teaching (Portuguese-emakhuwa)? In general, it aims to: a) investigate how the different linguistic-discursive factors contribute to the representation of language, languages and writing in bilingual education; and b) to show how the approach to language, languages and writing in bilingual education should prioritize and critically address heterogeneity (of language, between languages, and of writing) in order to improve language teaching and learning in general , and Portuguese, in particular, in the written enunciation mode. Specifically, I aim to: a) describe the heterogeneity between Portuguese and native languages (particularly of the bilingual education) in Portuguese writing; b) systematize the written representation in the heterogeneity between Portuguese and emakhuwa; c) to provide teachers of bilingual education (particularly Portuguese-emakhuwa bilingual education) with teaching subsidies in the treatment of the representation of linguistic forms and discursive facts in the classroom. The results confirm the following hypotheses: a) the linguistic heterogeneity in Mozambique manifests itself as constitutive in the Portuguese-native languages relation; b) in the heterogeneity between the Portuguese and the emakhuwa, it is essentially in emakhuwa the place of enunciation of the students, including in relation to the written representation. The study is based on theories of linguistic variation (LABOV, 1972), dialogism (BAKHTIN, 1992) and the heterogeneity of writing (in the forms defended by Corrêa (2004)). From the analysis made (in Portuguese), it was possible to observe: a) the dialogical circulation of the student i) from the phonological and morphosyntactic matrix of emakhuwa to Portuguese, ii) from the speech of emakhuwa to Portuguese writing, iii) from the speech of Portuguese for writing in Portuguese, iv) from the speech of emakhuwa writing for writing in Portuguese; b) greater appreciation of Portuguese in relation to native languages in general, and emakhuwa in particular.

O presente estudo intitulado “Uma política pública de combate ao insucesso e ao abandono escolares em Moçambique: o programa de ensino bilingue”, visa compreender o processo de implementação do Ensino Bilingue no sistema de ensino moçambicano, respondendo à questão “Quais os desafios e as oportunidades para o desenvolvimento do programa de ensino bilingue em Moçambique?”. Este processo é alvo de debates entre o governo, reponsável pela implementação, as comunidades, cujos filhos são submetidos ao ensino bilingue e os académicos que estudam esses fenómenos. Numa pesquisa baseada no paradigma interpretativista, de carácter exploratório e abordagem qualitativa, analisei documentos relativos ao ensino bilingue. Através de entrevistas semi-estruturadas efectuadas a membros séniores do Ministério da Educação e Desenvolvimento Humano, professores, directores das escolas e membros de Serviços Distritais de Educação, Juventude e Tecnologias de dois distritos, um com apoio de parceiros e outro sem apoio de parceiros, todos envolvidos no ensino bilingue, recolhi dados que foram sujeitos à análise de conteúdo do qual concluí que a língua é apenas um dos factores causadores do desperdício e abandono escolares. São factores facilitadores da implementação da modalidade bilingue a existência de recursos humanos, docentes e não docentes, parceiros para a educação e comunidades das zonas rurais que pressionaram a introdução de turmas bilingues nas escolas. Enquanto que, a não aceitação, o desconhecimento da filosofia desta modalidade e a pobreza, constituem-se em factores inibidores. Para a redução do impacto dos factores inibidores, sugiro maior investimento na disseminação e a inclusão das línguas moçambicanas na formação de alguns profissionais como médicos e jornalistas; Abstract: The present study entitled “A public policy to combat school failure and dropout in Mozambique: the bilingual education program”, aims to understand the process of implementing Bilingual Education in the Mozambican education system, answering the question “What are the challenges and opportunities for the development of the bilingual education program in Mozambique? The process is the subject of debates between the government, responsible for implementation, the communities, whose children are submitted to bilingual education and the academics who study these phenomena. In a research based on the interpretive paradigm, with an exploratory character and a qualitative approach, were analyzed documents related to bilingual education. Through semi-structured interviews with senior members of the Ministry of Education and Human Development, teachers, school directors and members of District Services for Education, Youth and technologies from two districts, one with partner support and the other without partner support, all involved in bilingual education, were collected data that were subjected to content analysis from which it was concluded that language is just one of the factors that cause school waste and dropout. Factors that facilitate the implementation of the bilingual modality are the existence of human resources, both teaching and non-teaching, partners for education and communities in rural areas that pressured the introduction of bilingual classes in schools. While non-acceptance, and the lack of knowledge about the philosophy of this modality and poverty, are inhibiting factors. To reduce the impact of inhibiting factors, it is suggested greater investment in the dissemination and inclusion of Mozambican languages in the training of some professionals such as doctors and journalists.

Orientador: Marilda do Couto Cavalcanti<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-20T05:14:53Z (GMT). No. of bitstreams: 1 Patel_SamimaAmade_D.pdf: 1971313 bytes, checksum: 6760c5646819060d63bbbf79037ec703 (MD5) Previous issue date: 2012<br>Resumo: O presente estudo é o resultado de uma pesquisa qualitativa, com um viés etnográfico interpretativo (ERICKSON, 1982; MASON, 1997), situada na Linguística Aplicada em sua vertente INdisciplinar (MOITA LOPES, 2006) e transgressiva (PENNYCOOK, 2006), com atenção particular em contextos de minorias (MAHER 1997, 2006) ou minoritarizados (CAVALCANTI, 1999, 2006), bem como no contexto sociolinguístico moçambicano (LOPES 2004). A pesquisa focaliza os posicionamentos dos formandos do II Curso da Licenciatura em "Ensino de Línguas Bantu" da Universidade Eduardo Mondlane, em Moçambique e nos Institutos de Formação de Professores, com base nas disciplinas de "Didáctica de Ensino de Línguas Bantu e Metodologias de Educação bilingue" e "Estágio". O trabalho busca sustentação teórica nos Estudos Culturais (BHABHA, 1994; CAVALCANTI, 2007, 2011; HALL, 1992, 1999; MAHER, 1998, 2007; WOODWARD, 2009; SILVA, 2009) e Estudos Poscoloniais (APIAH, 1997; BHABHA, 1994; CAVALCANTI, 2007, 2011; LOOMBA, 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). No concernente ao posicionamento, a tese sustenta-se em teorias sobre o posicionamento interaccional (MOITA LOPES, 2009; WORTHAM, 2001) e posicionamentos marcados como ideológicos (BORBA, 2011; MOITA LOPES, 2009). Neste estudo opero numa visão de linguagem dialógica e discursiva e no reconhecimento do bilinguismo e educação bilingue (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998, 2006; ROMAINE, 1995) e, ainda, do letramento/literacia e e-letramento/e-literacia como práticas sociais específicas (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Tendo os Fóruns de Discussão em ambiente virtual como foco principal da análise procedi à investigação dos posicionamentos dos participantes em seu processo de formação, visando responder a questão norteadora do estudo: "Como os participantes da pesquisa se posicionam interaccionalmente no processo pedagógico de sua formação como formadores de professores de educação bilingue?" Para isso foram escolhidos, para a análise, os seguintes temas vistos como importantes na sua formação: (a) bilinguismo e educação bilingue, (b) cultura, identidade, diferença e (c) pragmatismo profissional. Os resultados mostram que, na transição entre as aulas presenciais, o ambiente virtual e o estágio pedagógico, os participantes da pesquisa, especialmente os alunos, transitam entre posicionamentos críticos ou de aceitação, ideologicamente marcados como étnicos/linguísticos/culturais ou marcados como unidade nacional, na maioria das vezes, relacionados ao contexto moçambicano e indo além do contexto educacional. Assim, no que se refere a bilinguismo e educação bilingue há questionamento sobre hipóteses de ensino em contexto bilingue, principalmente, em relação a conceitos tais como bilinguismo equilibrado e semilinguismo, políticas linguísticas e direitos linguísticos. Quanto a cultura, identidade e diferença há tensões críticas pessoais, interétnicas e institucionais fortemente colocadas. No concernente a profissionalização há uma busca de espaço de trabalho legitimado por políticas linguísticas favoráveis às línguas Bantu e à educação bilingue<br>Abstract: This study is the result of a qualitative research, under an ethnographic interpretative perspective (ERICKSON; 1982; MASON, 1997) set on INdisciplinary (MOITA LOPES, 2006), and transgressive Applied Linguistics (PENNYCOOK, 2006), with especial attention to minority (MAHER, 1997; 2006), or minoritisized contexts (CAVALCANTI, 1999; 2006), as well as Mozambican sociolinguistic context (LOPES, 2004). The research focuses on positioning of those graduating in the II Teaching Course on Bantu Languages, offered by the University Eduardo Mondlane in Mozambique and the Teachers' Training Institutes, based on data collected at the subjects: Bantu Languages Teaching Didactics and Bilingual Education Methodology, and Supervised Internship. This study designs its theoretical basis on Cultural Studies (BHABHA, 1994; CAVALCANTI, 2007; 2011; HALL, 1992; 1999; MAHER, 1998, 2007; WOODWARD, 2009, SILVA, 2009), and postcolonial studies (APIAH, 1997; BHABHA, 1994; CAVALCANTI; 2007, 2011; LOOMBA; 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). Concerning its point of view, the dissertation is based on theories about interactional positioning (MOITA LOPES, 2009; WORTHAM, 2001), and those positioning marked as ideological (BORBA, 2011; MOITA LOPES, 2009). I carry out this study under a dialogical and discursive view of language, and the recognition of Bilingualism and bilingual education (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998; 2006; ROMAINE; 1995), as well as literacy and e-literacy as specific social practices (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Virtual Discussion Forums were the main target for analysis, and the investigation of participants on training process was carried out in order to answer the study's guiding question: How do the study participants set their positioning, in interactional terms, on pedagogical process of their own apprenticeship as Bilingual Education Teacher Trainers? The topics chosen for analysis, regarded as important to their training process were (a) bilingualism and bilingual education; (b) culture, identity, difference; and (c)professional pragmatism. Results showed that participants, on the transition between classes, virtual environment, and pedagogical internship, especially those ones finishing the course, ranged from critical positioning to those of acceptation, ideologically marked as ethnic/linguistic/cultural, or marked as national unity, mostly related to Mozambican context and going beyond educational context, Thus, concerning bilingualism and bilingual education, there is questioning about teaching in bilingual context hypotheses, mainly about concepts such as balanced bilingualism and semilingualism, linguistic politics and linguistic rights. Regarding culture, identity, and difference, there are strongly set personal, interethnic, and institutional conflicts. Concerning professional perspectives, there is a pursuit for working opportunities legitimated by language policies favorable to Bantu languages and bilingual education<br>Doutorado<br>Multiculturalismo, Plurilinguismo e Educação Bilingue<br>Doutor em Linguística Aplicada