Expanded Spaces for Mozambican Languages in Primary Education: Where Bottom-up Meets Top-down

Autor/inn/en	Chimbutane, Feliciano; Benson, Carol
Titel	Expanded Spaces for Mozambican Languages in Primary Education: Where Bottom-up Meets Top-down
Quelle	In: International Multilingual Research Journal, 6 (2012) 1, S.8-21 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2012.639278
Schlagwörter	Curriculum Development; Elementary Education; Bilingual Education; Bilingual Education Programs; Educational Change; Foreign Countries; Resource Allocation; Bilingualism; African Languages; Public Policy; Transfer of Training; Teaching Methods; Portuguese; Official Languages; Second Language Learning; Mozambique + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Bilingual teaching; Bilingualer Unterricht; Bildungsreform; Ausland; Ressourcenallokation; Bilingualismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Öffentliche Ordnung; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Portugiesischunterricht; Office language; Amtssprache; Zweitsprachenerwerb; Mosambik
Abstract	This article describes how 16 Mozambican languages--and counting--have been brought into primary education in Mozambique through a 2002 curriculum reform, and how they are faring in light of tensions between general aspirations for dominant languages and public demand for bilingual education. Bilingual education based on learners' home languages, as one of three optional "modalities" of the reform, has grown in popularity since piloting in the 1990s, and classroom- and community-level actors are making considerable contributions, assisted by middle-level scholars and organizations. Although official policy has not been accompanied by allocation of resources at the top, it appears that implementational spaces (Hornberger, 2005) are being filled from the stakeholder level, contributing to ownership of bilingual programs and satisfaction with promoting local languages and cultures. Given current limitations at the top and middle, the question is whether the bottom can sustain implementation. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10