Bilingual education in mozambique: introduction and pathways

Abstract

http://dx.doi.org/10.5007/1984-8420.2015v16n2p82

This article aims to present an overview of the process of implementation of Bilingual Education (BE) in Mozambique. It discusses the paths outlined in this process and some of the problems and challenges involved in it, especially the conflictual inter­action between Bantu and Portuguese Languages, considering the socio-cultural context of the country, which is characterized by a linguistic, ethnic and cultural diversity. This work also presents the transitional model, adopted in the process of implementation of BE in Mozambique. It presents some evaluative views about the transitional model as well as about the bilingual education in general. For this study, a literature review was drawn based on previous materials on the subject. Moreover, two interviews with two researchers in the field were conducted, and finally it was also considered the experience of the author of this paper as a Bantu Language speaker and as a Bantu language student. Regarding the theoretical framework, the prospects of Patel (2006), Chambo (2013), Severo (2014), Sitoe (2014), among others, were considered. In conclusion, it was found that scholars and society evaluated positively the implementation of BE, even acknowl­edging that there still are problems to be solved. They also believed that it is a serious project and an useful way to solve the pedagogical problems in Mozambique educational system. Besides that, it was noted that the bilingual education in Mozambique has in­creased the inclusion of both languages and speakers, whereas using the languages of in­dividuals in their formal education allows these individuals to use their languages in all instances of their day-to-day life.