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    Bilingual Education in Mozambique: Nowadays Situation: Samima Patel Gervasio Chambo Felix F. Tembe

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    Samuel Ekpo
    Bilingual education in Mozambique has developed since the 1990s, with experimental programs beginning in the 1990s and becoming an official part of the education system in the early 2000s. Currently, around 21,500 students are enrolled in the 75 primary schools that offer bilingual education, teaching in 16 different local languages along with Portuguese. However, bilingual education programs still face challenges including a lack of well-trained teachers and materials. Partners work with the Ministry of Education to help address these challenges through teacher training, materials development, and other support for bilingual education in Mozambique.

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    Bilingual Education in Mozambique: Nowadays Situation: Samima Patel Gervasio Chambo Felix F. Tembe

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    Samuel Ekpo
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    Bilingual education in Mozambique has developed since the 1990s, with experimental programs beginning in the 1990s and becoming an official part of the education system in the early 2000s. Currently, around 21,500 students are enrolled in the 75 primary schools that offer bilingual education, teaching in 16 different local languages along with Portuguese. However, bilingual education programs still face challenges including a lack of well-trained teachers and materials. Partners work with the Ministry of Education to help address these challenges through teacher training, materials development, and other support for bilingual education in Mozambique.

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    Bilingual education in Mozambique has developed since the 1990s, with experimental programs beginning in the 1990s and becoming an official part of the education system in the early 2000s. Currently, around 21,500 students are enrolled in the 75 primary schools that offer bilingual education, teaching in 16 different local languages along with Portuguese. However, bilingual education programs still face challenges including a lack of well-trained teachers and materials. Partners work with the Ministry of Education to help address these challenges through teacher training, materials development, and other support for bilingual education in Mozambique.

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    73 views20 pages

    Bilingual Education in Mozambique: Nowadays Situation: Samima Patel Gervasio Chambo Felix F. Tembe

    Uploaded by

    Samuel Ekpo
    Bilingual education in Mozambique has developed since the 1990s, with experimental programs beginning in the 1990s and becoming an official part of the education system in the early 2000s. Currently, around 21,500 students are enrolled in the 75 primary schools that offer bilingual education, teaching in 16 different local languages along with Portuguese. However, bilingual education programs still face challenges including a lack of well-trained teachers and materials. Partners work with the Ministry of Education to help address these challenges through teacher training, materials development, and other support for bilingual education in Mozambique.

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    BILINGUAL EDUCATION IN MOZAMBIQUE:

    NOWADAYS SITUATION

    By

    Samima Patel
    Gervasio Chambo
    Felix F. Tembe

    Eduardo Mondlane University


    Maputo - Mozambique
    INTRODUCTION

    In this paper we hope to:

    • Analyze Bilingual Education Development in


    Mozambique;

    • Related to teaching, training, programs and


    materials
    SOCIOLINGUISTIC CONTEXT

    Mozambique is a multilingual and multicultural country

    • Mozambican Languages:
    There are about 20 bantu languages, spoken by
    approximately 99% of the population.
    • Portuguese is a official language, considerated as the
    language of national unity, LWC, Language of Prestige, is
    spoken by 6% as mother tongue and 39% as a second
    language (L2).
    • Foreign Languages:
    French, English: considered as laboral languages and thought
    as a Foreign language. (FL)
    • Other languages: Arabic, Urdu, Memane and Hindi used in
    familiar and religious contexts.
    LANGUAGE POLICY

    • Portuguese: official language

    • Bantu languages: are considered national


    languages, cultural and identities patrimony.

    • They are used for formal (pilot programs) and


    non-formal education. (Republic Constitution
    2007).
    LANGUAGE POLICY IN EDUCATION
    • Since 1983 to 2003 Portuguese was the only
    functional language for the National System of
    Education;

    • After 2003 primary level curricula were changed. In


    this case, the mother tongues were included in
    formal education;

    • The mother tongues were included in formal


    education because:

    • Majority of the children do not have Portuguese as


    their first language at the primary school age;
    (cont)
    • Pedagogic results of primary level were low, due to;
    premature pregnancy and marriage, unsuccessful
    results, poverty etc.

    • The methodologies of teaching were centered in


    punishing pupils. (Palme, 1992)

    • Normally, many children had to ‘drop out’ of school


    because they did not recognise portuguese as a primary
    language.
    5. BILINGUAL EDUCATION HISTORY
    • In 1993 to 1997, INDE has developed experimental
    Bilingual Educational Project (PEBIMO) in two provinces:

    • GAZA – Changana/Portuguese, TETE –


    Nyungwe/Portuguese.

    • Some results of PEBIMO were positive comparing with


    the Monolingual Education in Portuguese.

    • INDE organised a workshop in 1997 to analyze,


    introducing Bilingual Education in formal systems of
    Education, where many organizations participated as:
    Religious, Universities, NGO´s and Civil Society.

    • In 2001 bilingual education was considered as one of the


    official educational programs in Mozambique
    6. EDUCATIONAL PROGRAMS

    Since 1997 to 2003, the primary level curricula was


    reformed, and two programs were adopted:

    • Monolingual Program in Portuguese – Relative


    Submersion Model (Hamel, 1989; Baker, 1993).

    • Bilingual Program – based in mother tongue and


    Portuguese - Transitional Model

    • These programs lead to the subtractive bilingualism


    (Hamel, 1989; Baker, 1993; Maher 2006) and
    assimilations and homogeneity models of education
    (Bamgbose, 1991).
    7. BILINGUAL EDUCATION MODEL
    NUMBER OF PUPILS AND SCHOOLS IN
    PRIMARY LEVELS
    • In general the primary schools: 4.813.804 pupils.

    • The Bilingual Education Program began in 2003


    with 1.350 pupils from grade 1 to 6.

    • In 2008 Bilingual Education reached about


    21.500 pupils from grade 1 to 6.

    • There are 11.859 primary schools, which only 75


    are bilingual.
    Distribuition of Bilingual Schools in provinces: 2008
    Province Total Schools Language/schools
    C. Delgado 11 Mwani (3), Makhuwa (3), Makonde (4)
    Niassa 11 Nyanja (4), Yao (3), Makhuwa (4)
    Nampula 02 Makhuwa (2)
    Zambezia 02 Lomwe (1), Chuwabu (1)
    Tete 09 Nyanja (3), Sena (3), Nyungwe (3)

    Manica 17 Ndawu (10), Tewe (7)


    Sofala 04 Sena (2), Ndawu (2)
    Inhambane 04 Copi (1), Tonga (1), Ndawu (1), Tshwa(1)

    Gaza 13 Copi (5), Changana (8)


    Maputo 02 Ronga (1)
    TEACHERS TRAINING
    • Actually there are 73.890 teachers for primary level
    education.
    • There are only 820 bilingual education teachers
    • Pre – Service Training
    • Trainers - UEM
    • Teachers – IFP’s

    • In Service Training
    • MEC/ INDE in 9 provinces
    • PROGRESSO in C.Delgado and Niassa;
    • DANIDA in Tete;
    • UDEBA-LAB in Gaza; GTZ-PEB in Manica and Sofala.
    FOCUSED TOPICS FOR TRAINERS OF
    TEACHERS IN UEM

    • Concepts of bilingual education.


    • Some elements about the African and Mozambican
    sociolinguistic context.
    • Linguistics rights in multilingual and multicultural
    societies.
    • Models and programs of Bilingual education.
    • Concepts of language, culture and identity.
    • Concepts of literacy.
    • Linguistic and communicative competency.
    • Critical pedagogy.
    • Bilingual education Methodology.
    • Practical pedagogies.
    FOCUSED TOPICS FOR TEACHERS IN IFP

    • Bantu Linguistic: phonology; morphology and phonetic.

    • Mozambican sociolinguistic context

    • Methodology of bilingual education but it is not thought


    because the trainers do not know how to teach.
    FOCUSED TOPICS FOR TEACHERS IN
    SERVICE

    • The training is very focused in grades that are thought.


    • It is more practical and less theory
    • It is done in homogeneous linguistic areas
    • There is simulated practices in small groups of teachers
    • There is practice with real pupils
    • There is a shortage of teaching and training materials
    except in Niassa and Cabo Delgado,
    • Unfortunately it is done occasionally except in Niassa
    and Cabo Delgado, where training is supported by
    Progresso.
    DEVELOPMENT MATERIALS

    • Materials in 16 languages selected for BE program are


    developed by:
    • the National Institute of Education Development (INDE);
    • the Eduardo Mondlane University;
    • Progresso.

    • The authors are local native speakers, and are selected


    among primary school teachers, religious, and members
    of provincial and district department of Education and
    Culture.
    PARTNERS OF MINISTRY OF EDUCATION FOR
    BILINGUAL PROGRAMS

    Their Activities:

    • teacher training;

    • pedagogical supervision;

    • didactic and complementary materials development;

    • promote workshops for changing experiences in bilingual


    education field.
    SOME CONSIDERATIONS

    • Materials;
    • Teachers;
    • Trainers;
    • Financial resources;
    • Political Decisions (Avoiding policies)
    (Bamgbose, 1991; Lopes 2004).
    Khanimambu!
    Siyabonga!
    Asante!
    Obrigado!
    Thank you!

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