Bilingual Education in Mozambique: A Case-Study on Educational Policy, Teacher Beliefs, and Implemented Practices

Autor/in	Terra, Sandra Elena L.
Titel	Bilingual Education in Mozambique: A Case-Study on Educational Policy, Teacher Beliefs, and Implemented Practices
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 1, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Terra, Sandra Elena L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1441803
Schlagwörter	Bilingual Education; Educational Policy; Educational Change; Elementary School Teachers; Teacher Attitudes; Language Attitudes; Portuguese; African Languages; Language of Instruction; Official Languages; Curriculum Implementation; Barriers; Instructional Materials; Language Proficiency; Teacher Education; Rural Areas; National Competency Tests; Foreign Countries; Mozambique + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Sprachverhalten; Portugiesischunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Office language; Amtssprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Language skills; Sprachkompetenz; Lehrerausbildung; Lehrerbildung; Rural area; Ländlicher Raum; Ausland; Mosambik
Abstract	This qualitative study investigates the gap between curricular intentions, teacher perspectives, and practices in a primary school bilingual program in central Mozambique. It aims to provide new data regarding bilingual education program implementation in an understudied and underrepresented country in the literature. Drawing on original interview and participant-observation data, collected over nine months in central Mozambique, this study reports on how these teachers' language perspectives impact practices, which in turn reaffirm/reject curricular mandates. Key findings indicate that despite awareness of bilingual benefits in student involvement, teachers transition early to Portuguese, preferring to teach classes in the official language to prepare students for the national exam. This preference also stems from limited mother-tongue resources, teacher training, and language proficiency. Study findings reveal a disconnect between policy and implemented practices - influenced by teachers' beliefs towards Portuguese and local languages and by structural and classroom priorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01