Language and Literacy Policies in Sub-Saharan Africa: Towards A

Total Page:16

File Type:pdf, Size:1020Kb

Language and Literacy Policies in Sub-Saharan Africa: Towards A LANGUAGE AND LITERACY POLICIES IN SUB-SAHARAN AFRICA: TOWARDS A BILINGUAL LANGUAGE EDUCATION POLICY IN ANGOLA By NICOLAU NKIAWETE MANUEL A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Teaching and Learning MAY 2015 © Copyright by NICOLAU NKIAWETE MANUEL, 2015 All Rights Reserved © Copyright by NICOLAU NKIAWETE MANUEL, 2015 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of NICOLAU NKIAWETE MANUEL find it satisfactory and recommend that it be accepted. ____________________________________ Pamela Jean Bettis, Ph.D., Chair _____________________________________ David Cassels Johnson, Ph.D. _____________________________________ Paula Groves Price, Ph.D. _____________________________________ Olusola Adesope, Ph.D. ii ACKNOWLEDGEMENT The completion of this dissertation would not have been possible without the guidance, patience, and dedication of my supervisors, Dr. Pamela J. Bettis and Dr. David C. Johnson, who devoted their time and energy to help me understand the mechanics and knowledge of dissertation writing. My special thanks go to Dr. Paula Groves Price who believed in me and granted me an assistantship with the Western Journal of Black Studies and Dr. David C. Johnson who passionately provided critical insights that shaped this project since the beginning. I am equally thankful to the members my dissertation committee, namely Dr. Olusola Adesope and Dr. Paula G. Price for their support and insights. I am indebted to my family, my mother Isabel Nkengue Nlandu, mama Isabel Mambu Wankaya, my sisters Margarida Manuel (Maguy), Georgette Manuel, Bankwansambu Rosita, Teresa Kwanzambi for their prayers, love, and support. I am most grateful to all the participants for their time and for providing the rich insights that helped to answer the research questions addressed in this dissertation. Additionally, I would like to thank my friends and brothers Pedro Mussungo Panzo and Francisco Mateta, for their love and support. I am thankful to brother Ahmed Aghalli Omaar for his unconditional love, support, and patience during the years of my study. I am also indebted to my friend and colleague Adam Attwood for his insights and support during my studies. Last but not least, I thank Douglas Hoston Jr., (Sage) for his support. My thanks are extended to the faculty in the cultural studies program, Dr. Johnny Lupinacci and Dr. A. G. Rud and the cultural studies cohort for their support during my program of study. I am most grateful to the chair, faculty, and staff in the Department of Teaching and Learning for their support and caring. iii LANGUAGE AND LITERACY POLICIES IN SUB-SAHARAN AFRICA: TOWARDS A BILINGUAL LANGUAGE EDUCATION POLICY IN ANGOLA Abstract by Nicolau Nkiawete Manuel, Ph.D. Washington State University May 2015 Chair: Pamela J. Bettis Recently the Angolan government piloted a new language policy that will introduce six African languages as media of instruction into the school system from first through third grade. Using Fairclough’s critical discourse analysis three dimensional framework, Foucault’s discourse insights and the theoretical tools developed in linguistic anthropology, this study conducted a discursive and linguistic analysis of Angolan language policy discourses. The study conceptualized language education policy as involving struggles, negotiations, and compromise— language policy as a hegemonic, symbolic, and discursive act that is socially, historically, and politically situated and involving various actors and social agents. The purpose of this study was to question and problematize the above mentioned language policy and examine the attitudes, beliefs, ideologies, and discursive practices of a variety of social agents including parents, students, teachers, administrators and policy-makers; and the socio-historical conditions that have shaped this policy. Another purpose of this study was, to use the findings and the insights from best practices in second language and bilingual pedagogy to propose alternative avenues for the ongoing language education reform. The findings demonstrated that the various cultural and discursive practices are dynamic, locally, and contextually situated. iv This dynamic created tension between the local and the global discursive practices, specifically between the discourses of national unity, English as a global language and African indigenous languages as the languages of cultural identity and heritage. The findings also revealed that the choices of language of instruction and use are embedded in economic, political, and ideological interests of the various social groups. Parents, teachers, linguists, and policy- makers alike, recognized the advantages of bilingual education. However, entrenched negative attitudes, the high status, and the prestige attached to Portuguese and English pose additional challenges for the promotion of African languages in education and social life. The findings also suggested the need to challenge positions of power and privilege that are reinforced by the use of disciplinary knowledge in the domains of language teaching and learning. In conclusion, the findings suggested that top-down and bottom up processes should work in tandem to promote an inclusive language policy towards, bilingualism, and linguistic diversity. v TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................... iii ABSTRACT .................................................................................................................... iv-v LIST OF TABLES ...............................................................................................................x LIST OF ABBREVIATIONS ............................................................................................ xi DEDICATION .................................................................................................................. xii CHAPTER 1. BACKGROUND OF THE PROBLEM...................................................................1 Statement of the Problem .........................................................................................3 The Purpose of the Study and Research Questions .................................................4 Qualitative Research:Philosophical Considerations ................................................5 Critical Discourse Analysis ......................................................................................6 Theoretical Framework ............................................................................................7 Researcher Positionality.........................................................................................11 The Significance of the Study ................................................................................14 Overview of the Dissertation .................................................................................15 2. LITERATURE REVIEW ......................................................................................18 Language planning and language policy ................................................................18 Language Policy Perspectives………………………………………………. 21 Critical language policy .................................................................................21 Ecological language policy ...........................................................................23 vi Linguistic human rights approach .................................................................26 Language policy as text and discourse ...........................................................28 Bilingual Education Research: Overview ..............................................................33 Language Planning and Literacy ...........................................................................38 Critical literacy……………………………………………………………...40 Language Ideology.................................................................................................42 Language Attitudes ................................................................................................48 3. THE CONTEXT OF THE STUDY ........................................................................55 Language Planning and Policy in Sub-Saharan Africa .........................................55 Colonial language policy ...............................................................................57 Postcolonial language policy .........................................................................60 Bilingual education programs in Sub-Saharan Africa ...................................71 Language Policy in Angola ....................................................................................77 Sociolinguistic overview ................................................................................77 Colonial language policy in Angola ………………………………………..80 The status agenda in LPP debate in Angola..................................................81 The Luso-Brazilian orthographic accord and the PALOPs ...........................84 Cultural discourses and ideological debates .................................................86 The challenges of the orthographic accord: The way forward .....................90 4. RESEARCH DESIGN AND METHODS ............................................................92 Setting and Participants..........................................................................................92
Recommended publications
  • Portuguese Language in Angola: Luso-Creoles' Missing Link? John M
    Portuguese language in Angola: luso-creoles' missing link? John M. Lipski {presented at annual meeting of the AATSP, San Diego, August 9, 1995} 0. Introduction Portuguese explorers first reached the Congo Basin in the late 15th century, beginning a linguistic and cultural presence that in some regions was to last for 500 years. In other areas of Africa, Portuguese-based creoles rapidly developed, while for several centuries pidginized Portuguese was a major lingua franca for the Atlantic slave trade, and has been implicated in the formation of many Afro- American creoles. The original Portuguese presence in southwestern Africa was confined to limited missionary activity, and to slave trading in coastal depots, but in the late 19th century, Portugal reentered the Congo-Angola region as a colonial power, committed to establishing permanent European settlements in Africa, and to Europeanizing the native African population. In the intervening centuries, Angola and the Portuguese Congo were the source of thousands of slaves sent to the Americas, whose language and culture profoundly influenced Latin American varieties of Portuguese and Spanish. Despite the key position of the Congo-Angola region for Ibero-American linguistic development, little is known of the continuing use of the Portuguese language by Africans in Congo-Angola during most of the five centuries in question. Only in recent years has some attention been directed to the Portuguese language spoken non-natively but extensively in Angola and Mozambique (Gonçalves 1983). In Angola, the urban second-language varieties of Portuguese, especially as spoken in the squatter communities of Luanda, have been referred to as Musseque Portuguese, a name derived from the KiMbundu term used to designate the shantytowns themselves.
    [Show full text]
  • Teacher Education and Sustainable Development Goals: a Case Study with Future Biology Teachers in an Angolan Higher Education Institution
    sustainability Article Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution António Valter Chisingui 1 and Nilza Costa 2,* 1 Department of Natural Sciences, Higher Institute of Education Sciences (ISCED-HUÍLA), Sarmento Rodrigues St., 230 Lubango, Angola; [email protected] 2 Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, 3810-193 Aveiro, Portugal * Correspondence: [email protected] Received: 2 April 2020; Accepted: 13 April 2020; Published: 20 April 2020 Abstract: National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives.
    [Show full text]
  • Angola Social Protection Public Expenditure Review (PER)
    Angola Social Protection Public Expenditure Public Disclosure Authorized Review (PER) Public Disclosure Authorized Main Report June 21, 2018 Public Disclosure Authorized Vice President: Makhtar Diop Country Director: Elisabeth Huybens Practice Manager: Jehan Arulpragasam Task Team Leaders: Andrea Vermehren/Emma Monsalve Montiel Public Disclosure Authorized 0 CONTENTS Acknowledgments .......................................................................................................................................... i Acronyms ...................................................................................................................................................... ii Executive Summary ...................................................................................................................................... v Chapter 1 Country Context ..................................................................................................................... vii Chapter 2: Social protection spending trends and composition ............................................................. xiv Chapter 3: Pensions ................................................................................................................................. xx Chapter 4: Social safety net programs .................................................................................................. xxv Conclusion ...........................................................................................................................................
    [Show full text]
  • Education in Angola
    The Educational System of Angola Liliane Bauduy,Senior Evaluator Educational Credential Evaluators, Inc [email protected] International Education Association of South Africa – IEASA 12th Annual Conference 27th – 30th August, 2008 Angola Country Profile • Formerly known as Portuguese West Africa • Received its independence from Portugal in 1975 • Went from a one-party socialist state to a multiparty democracy in 1992 • Languages: Portuguese and various African languages • After independence education at all level became free and underwent great expansion with the opening and recognition of some private institutions following shortly thereafter The Education Structure Grading Scale For Secondary and Postsecondary Education • 15-20 • 12-14 • 10-11(10 lowest passing-postsecondary • 8-9 (8 lowest passing-secondary) • 0-7 Fail Elementary and Secondary Education Until the late 1990’s: • Ensino Primário (Primary Education) – Iniciação (Initiation [Pre-school]) – Ensino Basico Regular (Regular Basic Education: Iº Nivel (1st Level) Grades 1-4 IIº Nivel (2nd Level) Grades 5-6 IIIº Nivel (3rd Level) Grades 7-8 • Ensino Médio (Middle Education) – Geral (General) or Pré-universitario (pre- university): Grades 9-11 – Técnico-vocacional (Technical and Vocational): Grades 9-12 Elementary and Secondary Education Currently, compulsory education is from ages 7 to 15 • Ensino Primário (Primary Education) Grades 1-6 • Ensino Secundario (Secondary Education) – 1º ciclo (1st cycle): Grades 7, 8 and 9 – 2º ciclo (2nd cycle) Grades 10, 11 and 12 Ensino Médio Técnico/Pedagógico
    [Show full text]
  • Lusitanization and Bakhtinian Perspectives on the Role Of
    This article was downloaded by: [Pennsylvania State University] On: 29 April 2014, At: 15:30 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Multilingual and Multicultural Development Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rmmm20 Lusitanization and Bakhtinian perspectives on the role of Portuguese in Angola and East Timor Sinfree Bullock Makonia & Cristine Severob a Applied Linguistics and African Studies, College of the Liberal Arts, Pennsylvania State University, 305 Sparks Building, State College, PA 16801, USA b Portuguese Language and Literature Studies, Federal University of Santa Catarina, Florianopolis, Brazil Published online: 28 Apr 2014. To cite this article: Sinfree Bullock Makoni & Cristine Severo (2014): Lusitanization and Bakhtinian perspectives on the role of Portuguese in Angola and East Timor, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2014.909441 To link to this article: http://dx.doi.org/10.1080/01434632.2014.909441 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information.
    [Show full text]
  • Higher Education in Portuguese Speaking African Countries a FIVE COUNTRY BASELINE STUDY
    Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa CapE Verde Guinea Bissau Sao Tome & Principe Angola Mozambique Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa Published in 2013 by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [email protected] www.africanminds.org.za ISBN: 978-1-920677-03-9 2013 Patrício Langa For orders from within South Africa: Blue Weaver PO Box 30370, Tokai 7966, Cape Town, South Africa Email: [email protected] For orders from outside South Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK [email protected] www.africanbookscollective.com Design and lay-out by COMPRESS.dsl | www.compressdsl.com Published in collaboration with the Association for the Development of Education in Africa (ADEA). The author of the study is responsible for the choice and presentation of the data and facts contained in this document and for the opinions expressed therein, and which are not necessarily those of ADEA nor the various individuals who were interviewed or provided data. Contents Tables vi Figures vii Acknowledgements viii Acronyms and abbreviations ix Preface xi Executive summary and structure xiii Chapter one: Introduction and background 1 1.1 Introduction 1 1.2 Objectives of the study 2 1.3 Methodology of the study 2 Chapter two: Angola 5 2.1 Country profile 5 2.2 Background and historical context of higher education 6 2.3 Trends of expansion,
    [Show full text]
  • A Discourse Analysis of Code-Switching Practices Among Angolan Migrants in Cape Town, South Africa
    A Discourse Analysis of Code-Switching Practices among Angolan Migrants in Cape Town, South Africa Dinis Fernando da Costa (2865747) A thesis submitted in fulfilment of the requirements for the degree of Master of Arts in Department of Linguistics, University of the Western Cape SUPERVISOR: PROF. Charlyn Dyers June 2010 i Abstract A Discourse Analysis of Code-Switching Practices among Angolan Migrants in Cape Town, South Africa Dinis Fernando da Costa This thesis is an extension of my BA (Honours) research essay, completed in 2008. This thesis is a more in-depth study of the issues involved in code switching among Angolan migrants living in Cape Town by increasing the scope of the research. The significance of this study lies in the fact that code-switching practices of Angolans in the Diaspora has not yet been investigated, and I hope that this potentially rich vein of research will be taken up by future studies. In this thesis, I explore the code-switching practices of long-term Angolans migrants in Cape Town when they interact with those who have been here for a much shorter period. In my Honours research essay, I revealed a tendency among those who have lived in Cape Town for some time to code-switch from Portuguese to English even in the presence of more recent migrants from Angola, who have little or no mastery of English. This thesis thus considers the effects of space, discourses of power, language ideologies and attitudes on the patterns of inter- and intra-sentential code-switching by these long-term migrants in interaction with each other as well as with the more recent “Angolan arrivals” in Cape Town.
    [Show full text]
  • Ashley Koglin North Huron High School Kinde, MI Angola, Water and Sanitation
    Ashley Koglin North Huron High School Kinde, MI Angola, Water and Sanitation Angola: A New Outlook on Water and Sanitation Education In 1975, The Republic of Angola was established as a country in southwestern Africa. After gaining its independence, the country entered a civil war that lasted almost three decades, ending in 2002. As a large country, Angola has a wide variety of landscapes, including the semi-desert Atlantic area bordering its neighboring country Namibia's “Skeleton Coast.” The interior is sparsely populated rainforest with densely settled towns and cities on the northern coast and north-central river valleys. Located along the Atlantic coast on the northwest side of Angola is the capital city Luanda, named the world's most expensive city multiple times because of the civil war which left the country vulnerable. Rebuilding from the war since 2002, Luanda is still recovering today. Angola is the seventh largest country in Africa with a population of 28.81 million people and a land area of 481,354 sq. miles (smaller than the size of Alaska, but larger than Texas in the United States). The population is 61.5% urban while 38.5% is rural. The most predominantly spoken language is Portuguese along with other mother-tongue languages. Angola has a semi-presidential republic government ruled by President Jose Eduardo and Prime Minister Fernando de Piedade Dias Dos Santos (“Angola”). Angola lies in a sub-tropical zone and yet its climate is relatively cool considering the country’s close proximity to the equator. The coastline is tempered by the cool Benguela Current, resulting in a climate similar to coastal Peru.
    [Show full text]
  • COMPREHENSIVE SEXUALITY EDUCATION in TEACHER TRAINING in EASTERN and SOUTHERN AFRICA United Nations Educational, Scientific and Cultural Organization MAY 2015
    COMPREHENSIVE SEXUALITY EDUCATION IN TEACHER TRAINING IN EASTERN AND SOUTHERN AFRICA United Nations Educational, Scientific and Cultural Organization MAY 2015 Comprehensive Sexuality Education in Teacher Training in Eastern and Southern Africa Table of Contents ACRONYMS ...........................................................................................................3 VOLUME 1 .............................................................................................................6 Preface .....................................................................................................................................................7 Figures and Tables ..................................................................................................................................8 Acknowledgements ................................................................................................................................9 Executive Summary ................................................................................................................................10 Chapter 1: Introduction and Background .............................................................................................15 Introduction ..................................................................................................................................................................................15 Background ...................................................................................................................................................................................15
    [Show full text]
  • Table of Contents
    José N’dongala Kizombalove Methodology – teachers course Kizomba teachers course José N’dongala Kizombalove Methodology Teachers Course KIZOMBA TEACHERS1 COURSE José N’dongala Kizombalove Methodology – teachers course Kizomba teachers course José N’dongala Kizombalove Methodology Teachers Course Syllabus « José N’dongala Kizombalove Methodology » teachers course by José Garcia N’dongala. Copyright © First edition, January 2012 by José Garcia N’dongala President Zouk Style vzw/asbl (Kizombalove Academy) KIZOMBA TEACHERS COURSE 2 José N’dongala Kizombalove Methodology – teachers course Kizomba teachers course “Vision without action is a daydream. Action without vision is a nightmare” Japanese proverb “Do not dance because you feel like it. Dance because the music wants you to dance” Kizombalove proverb Kizombalove, where sensuality comes from… 3 José N’dongala Kizombalove Methodology – teachers course Kizomba teachers course All rights reserved. No part of this syllabus may be stored or reproduced in any way, electronically, mechanically or otherwise without prior written permission from the Author. 4 José N’dongala Kizombalove Methodology – teachers course Kizomba teachers course Table of contents 1 INTRODUCTION ......................................................................................................... 9 2 DANCE AND MUSIC ................................................................................................. 12 2.1 DANCING A HUMAN PHENOMENON .........................................................................
    [Show full text]
  • Angolan Mathematical Training, Content Contextualization, Interpretation of Results, Training of Mathematics Teachers, Students’ Motivation, Education
    Education 2015, 5(2): 55-63 DOI: 10.5923/j.edu.20150502.02 Challenges and Prospects for the Improvement of the Angolan Mathematical Training Eurico Wongo Gungula1,*, Arnaldo Faustino1, Raudel Torrecilla Díaz2 1Mathematics Department, Agostinho Neto University, Luanda, Angola (Ministry of Education) 2Mathematics Department, Máximo Gómez Báez University, Ciego de Ávila, Cuba (Ministry of Education) Abstract This article aims to approach the Angolan context of mathematical training, using criteria issued by teachers, high school and university students surrounding the applied questionnaires. The problems identified in the high school and Higher Pedagogical Institutes in Angola, are related to the lack of motivation among students in mathematical careers, due to the insufficient contextualization achieved by the programmed contents and the insistent use of scientific and methodological approaches that do not sufficiently take into account the importance of Mathematics and its application in solving specific problems of life. There has been a considerable effort in recent years to improve the teaching and learning process of Mathematics. In addition to the mentioned problems, there are other aspects that need a deep revision to increase the quality of this process. In the development of this investigation we used the historical-logical method, documental analysis, and stratified random sampling technique. To evaluate the results of the research, as well as the feasibility of the results, the authors of this article applied the non-parametric test of Mann-Whitney and Kolmogorov-Smirnov for two independent samples: a group of teachers and a group of students. Keywords Angolan mathematical training, Content contextualization, Interpretation of results, Training of mathematics teachers, Students’ motivation, Education 1.
    [Show full text]
  • Creating Markets in Angola : Country Private Sector Diagnostic
    CREATING MARKETS IN ANGOLA MARKETS IN CREATING COUNTRY PRIVATE SECTOR DIAGNOSTIC SECTOR PRIVATE COUNTRY COUNTRY PRIVATE SECTOR DIAGNOSTIC CREATING MARKETS IN ANGOLA Opportunities for Development Through the Private Sector COUNTRY PRIVATE SECTOR DIAGNOSTIC CREATING MARKETS IN ANGOLA Opportunities for Development Through the Private Sector About IFC IFC—a sister organization of the World Bank and member of the World Bank Group—is the largest global development institution focused on the private sector in emerging markets. We work with more than 2,000 businesses worldwide, using our capital, expertise, and influence to create markets and opportunities in the toughest areas of the world. In fiscal year 2018, we delivered more than $23 billion in long-term financing for developing countries, leveraging the power of the private sector to end extreme poverty and boost shared prosperity. For more information, visit www.ifc.org © International Finance Corporation 2019. All rights reserved. 2121 Pennsylvania Avenue, N.W. Washington, D.C. 20433 www.ifc.org The material in this work is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. IFC does not guarantee the accuracy, reliability or completeness of the content included in this work, or for the conclusions or judgments described herein, and accepts no responsibility or liability for any omissions or errors (including, without limitation, typographical errors and technical errors) in the content whatsoever or for reliance thereon. The findings, interpretations, views, and conclusions expressed herein are those of the authors and do not necessarily reflect the views of the Executive Directors of the International Finance Corporation or of the International Bank for Reconstruction and Development (the World Bank) or the governments they represent.
    [Show full text]