Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Gragoatá |
Texto Completo: | https://periodicos.uff.br/gragoata/article/view/33469 |
Resumo: | Mozambique is a multilingual, plurilingual and multicultural country, where around twenty languages are classified as Bantu, with their specific characteristics but correlated. Between these languages, the most spoken is used by 26.1% of the population, which is one of the reasons why Mozambique is among the twenty-five African countries with high linguistic diversity. In this context, the question for our study is: what language to adopt for teaching to respect the linguistic rights of each individual to receive education in his mother tongue. To answer this question, (1) we discuss the adoption of Portuguese as the only language of teaching and subject since the post-independence period; (2) we analyzed critically the two models of education (monolingual and bilingual) that has being used in Mozambique and; also (3) we propose the strategy to improve the teaching and learning process of the country. Bibliographical research and introspection was the method we used to support the study, based in the position that Mozambique needs a model that promotes an initial bilingualism from the first years of schooling, prevising the continuity of the use of Bantu languages in the subsequent primary classes of education. In this perspective, it is necessary to instill a strong or concrete knowledge in the trainees of the Institutes of Teacher Training in matter of bilingual education, without forget to train the actual teacher in the same field, to guarante to the Mozambican citizen, to enjoy part of the linguistic rights established in 1996 by the United Nations Educational, Scientific and Cultural Organization (UNESCO).---DOI: http://dx.doi.org/10.22409/gragoata.2017n42a906 |
id |
UFF-6_2170e6fc3ee84acd36f89011db36a21b |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/33469 |
network_acronym_str |
UFF-6 |
network_name_str |
Gragoatá |
repository_id_str |
|
spelling |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning processDiversidade linguística, direitos linguísticos e planificação linguística em Moçambique: problemática e desafios na adoção da língua de instrução no ensino e aprendizagemLinguistic diversityLanguage rightsLanguage of instruction.Diversidade Linguística. Direitos Linguísticos. Língua de ensino.Mozambique is a multilingual, plurilingual and multicultural country, where around twenty languages are classified as Bantu, with their specific characteristics but correlated. Between these languages, the most spoken is used by 26.1% of the population, which is one of the reasons why Mozambique is among the twenty-five African countries with high linguistic diversity. In this context, the question for our study is: what language to adopt for teaching to respect the linguistic rights of each individual to receive education in his mother tongue. To answer this question, (1) we discuss the adoption of Portuguese as the only language of teaching and subject since the post-independence period; (2) we analyzed critically the two models of education (monolingual and bilingual) that has being used in Mozambique and; also (3) we propose the strategy to improve the teaching and learning process of the country. Bibliographical research and introspection was the method we used to support the study, based in the position that Mozambique needs a model that promotes an initial bilingualism from the first years of schooling, prevising the continuity of the use of Bantu languages in the subsequent primary classes of education. In this perspective, it is necessary to instill a strong or concrete knowledge in the trainees of the Institutes of Teacher Training in matter of bilingual education, without forget to train the actual teacher in the same field, to guarante to the Mozambican citizen, to enjoy part of the linguistic rights established in 1996 by the United Nations Educational, Scientific and Cultural Organization (UNESCO).---DOI: http://dx.doi.org/10.22409/gragoata.2017n42a906Moçambique é um país multilíngue, plurilíngue e multicultural, onde cerca de 20 línguas são classificadas como Bantu, com características específicas, mas correlatas. Destas, a mais falada é usada por 26 % da população, uma das razões por que Moçambique está entre os vinte e cinco países africanos com diversidade linguística acentuada. A questão que se coloca é que língua adotar para o ensino de modo a que se respeitem os direitos linguísticos de cada indivíduo de receber a educação na sua língua materna. Para respondê-la, (1) discutimos a adoção do português como única língua de ensino e disciplina desde o período pós-independência, (2) analisamos criticamente os dois modelos de educação (monolíngue e bilíngue) e (3) propomos estratégias como desafio rumo à melhoria do processo de ensino e aprendizagem do país. A pesquisa bibliográfica e a introspeção embasam o estudo, que conduz ao posicionamento de que Moçambique precisa de um modelo que promova um bilinguismo inicial desde os primeiros anos de escolaridade, prevendo continuidade no uso das línguas bantu nas classes subsequentes ao ensino primário, distintamente do que tem ocorrido no ensino moçambicano. Para tal, é preciso incutir conhecimentos sólidos nos formandos dos Institutos de Formação de Professores (IFP) na matéria de educação bilíngue, sem esquecer de capacitar os professores em exercício na mesma matéria, oferecendo ao cidadão moçambicano o gozo de parte dos direitos linguísticos estabelecidos em 1996 pela Organização das Nações Unidas para Educação, Ciência e Cultura (UNESCO).---DOI: http://dx.doi.org/10.22409/gragoata.2017n42a906Universidade Federal Fluminense2017-07-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uff.br/gragoata/article/view/3346910.22409/gragoata.v22i42.33469Gragoatá; Vol. 22 No. 42 (2017): Immigration, language practices and language policies; 208-231Gragoatá; v. 22 n. 42 (2017): Imigração, práticas de linguagem e políticas linguísticas; 208-2312358-41141413-907310.22409/gragoata.v22i42reponame:Gragoatáinstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://periodicos.uff.br/gragoata/article/view/33469/19456Copyright (c) 2017 Gragoatáinfo:eu-repo/semantics/openAccessde Paula, Maria HelenaQuiraque, Zacarias Alberto Sozinho2019-08-23T11:09:59Zoai:ojs.pkp.sfu.ca:article/33469Revistahttps://periodicos.uff.br/gragoataPUBhttps://periodicos.uff.br/gragoata/oai||revistagragoata@gmail.com2358-41141413-9073opendoar:2019-08-23T11:09:59Gragoatá - Universidade Federal Fluminense (UFF)false |
dc.title.none.fl_str_mv |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process Diversidade linguística, direitos linguísticos e planificação linguística em Moçambique: problemática e desafios na adoção da língua de instrução no ensino e aprendizagem |
title |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process |
spellingShingle |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process de Paula, Maria Helena Linguistic diversity Language rights Language of instruction. Diversidade Linguística. Direitos Linguísticos. Língua de ensino. |
title_short |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process |
title_full |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process |
title_fullStr |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process |
title_full_unstemmed |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process |
title_sort |
Linguistic diversity, language rights and linguistic planning in Mozambique: problems and challenges in the adoption of the language of instruction in teaching and learning process |
author |
de Paula, Maria Helena |
author_facet |
de Paula, Maria Helena Quiraque, Zacarias Alberto Sozinho |
author_role |
author |
author2 |
Quiraque, Zacarias Alberto Sozinho |
author2_role |
author |
dc.contributor.author.fl_str_mv |
de Paula, Maria Helena Quiraque, Zacarias Alberto Sozinho |
dc.subject.por.fl_str_mv |
Linguistic diversity Language rights Language of instruction. Diversidade Linguística. Direitos Linguísticos. Língua de ensino. |
topic |
Linguistic diversity Language rights Language of instruction. Diversidade Linguística. Direitos Linguísticos. Língua de ensino. |
description |
Mozambique is a multilingual, plurilingual and multicultural country, where around twenty languages are classified as Bantu, with their specific characteristics but correlated. Between these languages, the most spoken is used by 26.1% of the population, which is one of the reasons why Mozambique is among the twenty-five African countries with high linguistic diversity. In this context, the question for our study is: what language to adopt for teaching to respect the linguistic rights of each individual to receive education in his mother tongue. To answer this question, (1) we discuss the adoption of Portuguese as the only language of teaching and subject since the post-independence period; (2) we analyzed critically the two models of education (monolingual and bilingual) that has being used in Mozambique and; also (3) we propose the strategy to improve the teaching and learning process of the country. Bibliographical research and introspection was the method we used to support the study, based in the position that Mozambique needs a model that promotes an initial bilingualism from the first years of schooling, prevising the continuity of the use of Bantu languages in the subsequent primary classes of education. In this perspective, it is necessary to instill a strong or concrete knowledge in the trainees of the Institutes of Teacher Training in matter of bilingual education, without forget to train the actual teacher in the same field, to guarante to the Mozambican citizen, to enjoy part of the linguistic rights established in 1996 by the United Nations Educational, Scientific and Cultural Organization (UNESCO).---DOI: http://dx.doi.org/10.22409/gragoata.2017n42a906 |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uff.br/gragoata/article/view/33469 10.22409/gragoata.v22i42.33469 |
url |
https://periodicos.uff.br/gragoata/article/view/33469 |
identifier_str_mv |
10.22409/gragoata.v22i42.33469 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uff.br/gragoata/article/view/33469/19456 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Gragoatá info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Gragoatá |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Fluminense |
publisher.none.fl_str_mv |
Universidade Federal Fluminense |
dc.source.none.fl_str_mv |
Gragoatá; Vol. 22 No. 42 (2017): Immigration, language practices and language policies; 208-231 Gragoatá; v. 22 n. 42 (2017): Imigração, práticas de linguagem e políticas linguísticas; 208-231 2358-4114 1413-9073 10.22409/gragoata.v22i42 reponame:Gragoatá instname:Universidade Federal Fluminense (UFF) instacron:UFF |
instname_str |
Universidade Federal Fluminense (UFF) |
instacron_str |
UFF |
institution |
UFF |
reponame_str |
Gragoatá |
collection |
Gragoatá |
repository.name.fl_str_mv |
Gragoatá - Universidade Federal Fluminense (UFF) |
repository.mail.fl_str_mv |
||revistagragoata@gmail.com |
_version_ |
1799705501937696768 |