Are you bilingual? Unpacking “language” in language mapping in Mozambique

• In Event: Using Data for Language in Education Decisions: Part 1: Understanding the Multilingual Context

Proposal

Language mapping (LM) activities are increasingly being used to inform early grade reading (EGR) program and policy decision making. However, most LM efforts rely on census data and many assume only one language per child. To unpack relative oral language proficiency (OLP) levels in two or more languages per child and to support the development of Vamos Ler’s bilingual EGR program in two provinces in Mozambique, we tested OLP in multiple languages in a representative sample of students using a semantic fluency test. We also conducted a qualitative study to examine the sociopolitical landscape and stakeholder perceptions on Mozambican languages and language-of-instruction (LOI) choices. Quantitative results showed that there was: a mismatch between reported bilingualism (approximately 50%) and measured bilingualism (about 8%); a striking mismatch between children’s OLP sores in their first language (L1) and the current LOI (in approximately 73% of schools); and a large number of schools (approximately 62%) that were linguistically heterogeneous with more than one L1 language. Qualitative results revealed that despite the official LOI policy, many teachers in Portuguese-only schools use MT instruction and both parents and teachers have nuanced, but positive opinions towards bilingual education. Implications for program and policy development will be discussed.

Authors

• Pooja Reddy Nakamura, American Institutes for Research

• Nisha Rai, American Institutes for Research

• Dustin Davis, AIR

• Kaitlin Carson, AIR

• Corrie Blankenbeckler, Creative Associates International