Intertextuality across Angolan Medium of Instruction Policy Texts, Discourses, and Practices

Autor/inn/en	Manuel, Nicolau Nkiawete; Johnson, David Cassels
Titel	Intertextuality across Angolan Medium of Instruction Policy Texts, Discourses, and Practices
Quelle	In: Current Issues in Language Planning, 19 (2018) 2, S.161-182 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2017.1353343
Schlagwörter	Foreign Countries; Language of Instruction; Educational Policy; Educational Practices; Portuguese; African Languages; Educational History; Ideology; Interviews; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Sociolinguistics; Language Planning; Language Attitudes; Language Dominance; Global Approach; Discourse Analysis; Angola + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Bildungspraxis; Portugiesischunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; History of education; Bildungsgeschichte; Ideologie; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Soziolinguistik; Sprachwechsel; Sprachverhalten; Sprachliche Dominanz; Globales Denken; Diskursanalyse
Abstract	Portuguese is the mother tongue for many Angolans yet a majority continue to use African languages in everyday interactions and schools struggle to provide equal educational opportunities for students whose first language is not Portuguese. Recognizing this challenge, the Angolan government has created a language policy that will introduce six African languages into the school system. For a country that has maintained a monolingual education system for over 32 years, the new policy is perhaps a milestone achievement. This study examines the historical and ideological processes that gave rise to new medium of instruction policies in Angola. Then, interview data collected from policymakers, educators, and students are examined to illuminate how these language policies are interpreted and appropriated in schools and communities. We argue that, while recent language policies create ideological spaces for multilingual education, the hegemonic status of Portuguese, and the growing influence of English, are formidable obstacles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01