Language and student learning in Mozambique: Evidence from an ethnographic study

• In Event: Bilingual education: Is the revolution in favor of children's right to learn in a language they understand losing ground?

Proposal

This ethnographic study explores the implementation of bilingual education in Mozambique: how it is being understood, adapted and resisted on the frontlines of the education system—by local education officials, school directors and teachers. In the Mozambican bilingual education model, local languages are used in early grades of primary school followed by a gradual shift into Portuguese, the official language. Most children do not speak any Portuguese when they enter school.

Our study confirms that students participate more actively and understand content better in bilingual classes. However, in practice—and regardless of policy guidance—school directors decide whether or not to form bilingual classes Both school directors and teachers report growing pressures from parents for Portuguese-only instruction. The reasons for this pressure are said to be misunderstanding of the nature of bilingual education, its poor resourcing by the education system, and fears for students failing the national test at the end of primary school.

Some teachers demonstrate an amazing ability to provide bilingual education despite a lack of training and a chronic lack of teaching and learning materials. Others resist the use of local language and do little to hide their negative attitude. District education offices are not able to offer any teacher training in bilingual education, or supply schools with even the most basic resources for local language teaching. We conclude that bilingual education, introduced in 2003, has lost momentum in Mozambique over the years.

Authors

• Ritva Reinikka, Aalto University

• Feliciano Chimbutane, Eduardo Mondlane University