DOCSLIB.ORG

A Bottom-Up Approach to Language Education Policy in Mozambique Henriksen, Sarita Monjane

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Roskilde University Language attitudes in a primary school a bottom-up approach to language education policy in Mozambique Henriksen, Sarita Monjane Publication date: 2010 Document Version Early version, also known as pre-print Citation for published version (APA): Henriksen, S. M. (2010). Language attitudes in a primary school: a bottom-up approach to language education policy in Mozambique. Roskilde Universitet. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 05. Oct. 2021 RRoosskkiillddee UUnniivveerrssiittyy DDeeppaarrttmmeenntt ooff CCuullttuurree aanndd IIddeennttiittyy Language Attitudes in a Primary School: A Bottom-Up Approach to Language Education Policy in Mozambique Sarita Monjane Henriksen 31-08-2010 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. august 2010 LANGUAGE EDUCATION POLICY IN MOZAMBIQUE RRoosskkiillddee UUnniivveerrssiittyy DDeeppaarrttmmeenntt ooff CCuullttuurree aanndd IIddeennttiittyy LLaanngguuaaggee AAttttiittuuddeess iinn aa PPrriimmaarryy SScchhooooll:: AA BBoottttoomm--UUpp AApppprrooaacchh ttoo LLaanngguuaaggee EEdduuccaattiioonn PPoolliiccyy iinn MMoozzaammbbiiqquuee SSaarriiitttaa MMoonnjjjaannee HHeennrriiikksseenn 2 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. august 2010 LANGUAGE EDUCATION POLICY IN MOZAMBIQUE A thesis submitted for the Degree of PhD Department of Culture and Identity Roskilde University 3 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. august 2010 LANGUAGE EDUCATION POLICY IN MOZAMBIQUE DEDICATION To my FAMILY To Thor, Kiona and Jesper For all the time I was present, but also absent For all the bedtime stories I did not read For all the games we did not play For the hugs we did not share For all the quality time we did not spend I hope we can still make it up 4 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. august 2010 LANGUAGE EDUCATION POLICY IN MOZAMBIQUE ACKNOWLEDGEMENTS I would like, first and foremost, to extend my profound gratitude to Anne Fabricius and Hartmut Haberland, my supervisors, for all the valuable support, advice, and guidance throughout this three- year period. Your prompt responses, your very critical and constructive feedback both in terms of content, form and methodology have been extremely illuminating, and they have certainly contributed to the materialisation of this project. My gratitude also goes to the Department of Culture and Identity, for the conditions created and especially for the Friday Afternoon Seminars, whose inputs from the many different sessions have surely been a mind opener. To Bent Preisler, thank you for the very first introductory meeting and also for being there. To Marianne Hansen, a warm thank you for being available at all times. Thank you for your support regarding the administrative part and logistics of being a PhD student at RUC. To Anne Holmen at the Danish Pedagogical University, for her willingness to assist, and unconditional feedback, for the conference and seminar invitations and for all; thank you! My deepest appreciation also goes to the children, teachers, school directors and parents at Mudada and Mahubo primary schools in Boane Km 14 and Matutuine, and the children at 3 de Fevereiro School in Maputo City, for their patience, cooperation and willingness to complete the questionnaires and participate in the interview process. In addition, I would particularly like to thank Dr. Rafael Sendela, the Coordinator for Bilingual Education at INDE, and Professor Gregório Firmino at Eduardo Mondlane University, for their rich and valuable comments concerning the Language Question in Mozambique, and especially Mother Tongue Education. My gratitude also goes to Simone Doctors, for her initial feedback, prior to starting my PhD studies and finally I would like to acknowledge all those who directly or indirectly have contributed to this project. 5 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. august 2010 LANGUAGE EDUCATION POLICY IN MOZAMBIQUE ABSTRACT The new Mozambican rural primary school is characterised by the co-existence between the Portuguese language, the Mozambican national languages, and the English language. In 1975, at the time of the country's independence from the colonial power, Portuguese was introduced as the only language of instruction. However, in mid nineties, with the purpose of reducing the drop-out and repetition rates and improving the quality of education through the use of the Mother Tongue in schooling, a pilot bilingual education project (the simultaneous teaching of Portuguese and one of the Mozambican national languages) was introduced in a number of rural schools in the country. There is in Mozambique today a dual language education policy; one for the schools in the urban area, and another one for the schools in the rural area. The language education policy being implemented in the urban schools is characterised by the exclusive use of Portuguese as the primary medium of instruction, while the language education policy in the rural schools is characterised by mother tongue-based bilingual education in Portuguese and one of the Mozambican national languages. The present study, first of all, presents the results of an attitudes‟ survey of pupils, teachers, school administrators and parents, conducted primarily in two rural primary schools in the south of Mozambique, and one urban school in Maputo City, with the purpose of eliciting the perceptions and views of these actors in relation to the various languages in use in the Mozambican school context. Secondly, based on the best international practices, and informed by research in the field, the study suggests what the author considers to be an inclusive approach to language education policy for the Mozambican multilingual context. Four key research questions guided the study, namely: 1. What are the attitudes of pupils, teachers, school administrators and parents in Mahubo and Mudada Primary Schools, towards the Mozambican national languages, Portuguese, and English? 2. How are these attitudes distributed among different regional/social groups (urban/rural, and/or educated/illiterate)? 3. What do these attitudes tell us about the grassroots‟ preferences concerning the languages in Education? 4. What do these attitudes suggest to us in relation to what should be the most appropriate language in education policy in Mozambique? In addition to questionnaires and interviews, the data for the study were also collected by means of a review of works on Language Attitudes, and Language Education Planning and Policy. 6 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. august 2010 LANGUAGE EDUCATION POLICY IN MOZAMBIQUE ABSTRAKT (Dansk) Grundskolen i Mozambiques landdistrikter er karakteriseret ved sameksistens mellem portugisisk, Mozambiques nationale sprog og engelsk. I 1975, da landet blev uafhængigt af kolonimagten, blev portugisisk indført som det eneste undervisningssprog. Men i midten af halvfemserne blev der i en række landsbyskoler som et pilotprojekt indført undervisning på to sprog. Undervisningen foregik altså samtidigt på portugisisk og på et af nationalsprogene i Mozambique. Formålet var både at reducere frafald og antallet af elever, der måtte gå en klasse om og at forbedre kvaliteten af undervisningen gennem inddragelse af modersmålet som undervisningssprog. I det nuværende skolesystem i Mozambique er der 2 forskellige sprogpolitikker, én for skolerne i byerne, og en for skolerne i landdistrikterne. I grundskolen i byerne bliver der udelukkende anvendt portugisisk som undervisningssprog, mens undervisningen på landdistrikternes skoler er kendetegnet ved anvendelse af både modersmålet, et af Mozambiques nationale sprog, og portugisisk. Nærværende afhandling præsenterer først og fremmest resultaterne af en undersøgelse af holdninger blandt elever, lærere, skoleforvaltninger og forældre, gennemført på to grundskoler i et landdistrikt i det sydlige Mozambique, og på en grundskole i Maputo City, med det formål at elicitere disse aktørers opfattelser og synspunkter i forhold til de forskellige sprog i brug i den mozambiquiske skolekontekst. For det andet giver undersøgelsen, baseret på bedst international praksis og forskning inden for området, et bud på, hvad forfatteren anser for at være en inkluderende tilgang til sprogpolitik inden for den multilinguale skole- og uddannelseskontekst i Mozambique. Fire centrale forsknings spørgsmål har båret undersøgelsen: 1. Hvilke holdninger er der hos elever, lærere, skoleforvaltninger og forældre i Mahubo og Mudada grundskoler over for henholdsvis Mozambiques nationale sprog, portugisisk og engelsk? 2. Hvordan er disse holdninger distribueret mellem forskellige regionale og sociale grupper (by/land, og/ eller
Recommended publications
  • Here Referred to As Class 18A (See Hyman 1980:187)

    Here Referred to As Class 18A (See Hyman 1980:187)

    WS1 Remarks on the nasal classes in Mungbam and Naki Mungbam and Naki are two non-Grassfields Bantoid languages spoken along the northwest frontier of the Grassfields area to the north of the Ring languages. Until recently, they were poorly described, but new data reveals them to show significant nasal noun class patterns, some of which do not appear to have been previously noted for Bantoid. The key patterns are: 1. Like many other languages of their region (see Good et al. 2011), they make productive use of a mysterious diminutive plural prefix with a form like mu-, with associated concords in m, here referred to as Class 18a (see Hyman 1980:187). 2. The five dialects of Mungbam show a level of variation in their nasal classes that one might normally expect of distinct languages. a. Two dialects show no evidence for nasals in Class 6. Two other dialects, Munken and Ngun, show a Class 6 prefix on nouns of form a- but nasal concords. In Munken Class 6, this nasal is n, clearly distinct from an m associated with 6a; in Ngun, both 6 and 6a are associated with m concords. The Abar dialect shows a different pattern, with Class 6 nasal concords in m and nasal prefixes on some Class 6 nouns. b. The Abar, Biya, and Ngun dialects show a Class 18a prefix with form mN-, rather than the more regionally common mu-. This reduction is presumably connected to perseveratory nasalization attested throughout the languages of the region with a diachronic pathway along the lines of mu- > mũ- > mN- perhaps providing a partial example for the development of Bantu Class 9/10.
  • Bernander Et Al AAM NEC in Bantu

    Bernander Et Al AAM NEC in Bantu

    The negative existential cycle in Bantu1 Bernander, Rasmus, Maud Devos and Hannah Gibson Abstract Renewal of negation has received ample study in Bantu languages. Still, the relevant literature does not mention a cross-linguistically recurrent source of standard negation, i.e., the existential negator. The present paper aims to find out whether this gap in the literature is indicative of the absence of the Negative Existential Cycle (NEC) in Bantu languages. It presents a first account of the expression of negative existence in a geographically diverse sample of 93 Bantu languages. Bantu negative existential constructions are shown to display a high degree of formal variation both within dedicated and non-dedicated constructions. Although such variation is indicative of change, existential negators do not tend to induce changes at the same level as standard negation. The only clear cases of the spread of an existential negator to the domain of standard negation in this study appear to be prompted by sustained language contact. Keywords: Bantu languages, negation, language change, morphology 1 Introduction The Bantu language family comprises some 350-500 languages spoken across much of Central, Eastern and Southern Africa. According to Grollemund et al. (2015), these languages originate from a proto-variety of Bantu, estimated to have been spoken roughly 5000 years ago in the eastern parts of present-day northwest Cameroon. Many Bantu languages exhibit a dominant SVO word order. They are primarily head-marking, have a highly agglutinative morphology and a rich verbal complex in which inflectional and derivational affixes join to an obligatory verb stem. The Bantu languages are also characterised by a system of noun classes – a form of grammatical gender.
  • Joseph Hokororo Ismail Institute of Judicial Administration, Lushoto

    Joseph Hokororo Ismail Institute of Judicial Administration, Lushoto

    Joseph Hokororo Ismail Institute of Judicial Administration, Lushoto Abstract. This study analyzes tone in monosyllabic infinitives of Makhuwa (Bantu, Tanzania and Mozambique, P.31, described in Guthrie 1948:670) and how the autosegmental approach can successfully handle such a word category for which there seems to be no straightforward derivational approach. It is generally assumed that these tonal analysis strategies are characterized by recycled tonal rules which have differing approaches in monosyllabic functions (cf. Marlo 2007, Massamba 2010, Ismail 2011). Despite the attention given to tonal analysis of other word categories in infinitival forms, the relevant facts about the analysis of tonal in monosyllabic forms and the complications that arise in these derivations have not been exhaustively described. In this descriptive account, with the application of the Autosegmental Framework (Goldsmith 1976), it shows that the analysis of tone in monosyllabic infinitives is a much more complex phenomenon than the literature in Bantu tonal studies suggest. It has been shown in this paper that tonal analyses in accentual approaches are proposed to handle monosyllabic forms but are subjected to many tonal rules as compared to melodic approaches which capture more linguistic generalizations and simplicity. Keywords: Monosyllabic, Infinitives, Accent, Melody, Autosegmental Theory Languages: Makhuwa 1. INTRODUCTION This study explores the extent of which tone in monosyllabic infinitives can be analysed using insights of auto segmental framework. The study was guided by the following three objectives: 1) to describe tone in monosyllabic infinitives using a classic autosegmental phonology of which an accentual approach was used; 2) to describe tone in monosyllabic infinitives using a melodic high approach; and 3) to establish tonal rules for both the accentual and melodic approaches in order to see the similarities and differences of the two approaches with regard to tonal rules.
  • Title of Your Article

    Title of Your Article

    Vol. 11, No. 2 International Journal of Multicultural Education 2009 Monocultural Education in a Multicultural Society: The case of Teacher Preparation in Botswana Annah Anikie Molosiwa The University of Botswana Botswana In several policy documents reviewing the country’s education system, the Ministry of Education has made noteworthy pronouncements on how to improve teacher education in Botswana. This mainly concerns equipping teachers with pedagogical skills to better address the learning needs of the linguistically and culturally diverse student population. Even though at policy level it is acknowledged that Botswana is a multicultural society, at implementation stage there is no such evidence. This article argues that lack of implementation of policy pronouncements contradicts the government’s aspirations to provide equal learning opportunity to all learners. The infusion of courses in multicultural education at teacher education level is seen as an alternative. Introduction Geography and Language Description of Language Education Programs Literature Review Policy Pronouncements on Teacher Education Conclusion Notes References Introduction While the government of Botswana has made resources available to support the education of teachers, attempts to prepare teachers with the skills to better address the learning needs of the linguistically and culturally diverse student population in schools still remains inadequate. This contradicts the country‟s aspirations to provide equal educational opportunity to all citizens by the year 2016 (Republic of Botswana, 1997). The aim to increase access and equity at primary and secondary school levels and to improve the quality of education is pronounced in many policy documents such as the 1994 Revised National Policy on Education (RNPE) and Vision 2016 Report.
  • Continuities of Change: Conversion and Convertibility in Northern Mozambique

    Continuities of Change: Conversion and Convertibility in Northern Mozambique

    Continuities of Change: Conversion and Convertibility in Northern Mozambique The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Premawardhana, Devaka. 2014. Continuities of Change: Conversion and Convertibility in Northern Mozambique. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:13064926 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Continuities of Change: Conversion and Convertibility in Northern Mozambique A dissertation presented by Devaka Premawardhana to The Ad Hoc Committee in Religion and Anthropology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Religion and Anthropology Harvard University Cambridge, Massachusetts September 2014 © 2014 Devaka Premawardhana All rights reserved. Dissertation Advisor: Jacob Olupona Devaka Premawardhana Continuities of Change: Conversion and Convertibility in Northern Mozambique Abstract Recent scholarship on Africa gives the impression of a singular narrative regarding Pentecostalism, that of inexorable rise. Indisputably, Pentecostalism’s “explosion” throughout the global South is one of today’s more remarkable religious phenomena. Yet what can we learn by shifting attention from the places where Pentecostal churches succeed to where they fail? Attending to this question offers an opportunity to reassess a regnant theoretical paradigm within recent studies of Pentecostalism: that of discontinuity. This paradigm holds that Pentecostalism, by insisting that worshippers break with traditional practices and ancestral spirits, introduces a temporal rupture with the past.
  • I Tsonga Musical Performance in Cultural Perspective (South Africa) 771

    I Tsonga Musical Performance in Cultural Perspective (South Africa) 771

    IM LXX t S-& ' J97~S, f?p I 1 1 Tsonga Musical Performance in Cultural Perspective (South Africa) T h o m as F. J o h n sto n The Tsonga, or Shangana-Tsonga, are a Bantu-speaking people number­ ing about 1,200,000 in Mozambique and 700,000 in the Northern Transvaal. They grow maize and, to a certain extent, keep cattle, practise polygyny, and worship ancestor-spirits. I studied their musical system 1968-70 in order to fill gaps in the southern African ethnomusicological chart. Previous studies were, in time order, P e r c iv a l K i r b y ’ s study of the instruments 1934, H ugh T r a c e y ’ s study of Chopi xylophone orchestras 1948, D a v id R y c r o f t ’ s study of Swazi and Zulu music 1954, Y v o n n e H u s k is s o n ’s study of Pedi music 1958, A n d r e w T r a c e y ’s study of Rhodesian mbiras 1961, J ohn B l a c k in g ’s study of Venda music 1962, Ch r is t o p h e r B a l l a n t in e ’ s study of Tswana reed-pipe melody 1965, N ic h o la s E n g l a n d ’ s study of Bushman music 1967, D ie d r e H a n s e n ’s study of Xhosa music 1968, and R o b e r t K a u f f m a n ’ s study of Shona harmony in 1971.
  • Voicing on the Fringe: Towards an Analysis of ‘Quirkyʼ Phonology in Ju and Beyond

    Voicing on the Fringe: Towards an Analysis of ‘Quirkyʼ Phonology in Ju and Beyond

    Voicing on the fringe: towards an analysis of ‘quirkyʼ phonology in Ju and beyond Lee J. Pratchett Abstract The binary voice contrast is a productive feature of the sound systems of Khoisan languages but is especially pervasive in Ju (Kx’a) and Taa (Tuu) in which it yields phonologically contrastive segments with phonetically complex gestures like click clusters. This paper investigates further the stability of these ‘quirky’ segments in the Ju language complex in light of new data from under-documented varieties spoken in Botswana that demonstrate an almost systematic devoicing of such segments, pointing to a sound change in progress in varieties that one might least expect. After outlining a multi-causal explanation of this phenomenon, the investigation shifts to a diachronic enquiry. In the spirit of Anthony Traill (2001), using the most recent knowledge on Khoisan languages, this paper seeks to unveil more on language history in the Kalahari Basin Area from these typologically and areally unique sounds. Keywords: Khoisan, historical linguistics, phonology, Ju, typology (AFRICaNa LINGUISTICa 24 (2018 100 Introduction A phonological voice distinction is common to more than two thirds of the world’s languages: whilst largely ubiquitous in African languages, a voice contrast is almost completely absent in the languages of Australia (Maddison 2013). The particularly pervasive voice dimension in Khoisan1 languages is especially interesting for two reasons. Firstly, the feature is productive even with articulatory complex combinations of clicks and other ejective consonants, gestures that, from a typological perspective, are incompatible with the realisation of voicing. Secondly, these phonological contrasts are robustly found in only two unrelated languages, Taa (Tuu) and Ju (Kx’a) (for a classification see Güldemann 2014).
  • Characteristics of Language Shift in Makonde Language, Kinondo Ward Kwale County, Kenya Noel Mwanyumba1*, Dr

    Characteristics of Language Shift in Makonde Language, Kinondo Ward Kwale County, Kenya Noel Mwanyumba1*, Dr

    Scholars Journal of Arts, Humanities and Social Sciences ISSN 2347-5374(Online) Abbreviated Key Title: Sch. J. Arts Humanit. Soc. Sci. ISSN 2347-9493(Print) ©Scholars Academic and Scientific Publishers (SAS Publishers) A Unit of Scholars Academic and Scientific Society, India Characteristics of Language Shift in Makonde Language, Kinondo Ward Kwale County, Kenya Noel Mwanyumba1*, Dr. Anashia Nancy Ong’onda2 1Department of Languages Mount Kenya University, Kenya 2Department of Languages Mount Kenya University, Kenya Abstract: This paper aims at examining the characteristics of language shift in *Corresponding author Makonde language, Kinondo ward, Kwale County, Kenya. Kwale County is a county Noel Mwanyumba where people differing in language (Digo, Duruma, Kiswahili and English) are in contact with each other. Kinondo ward, where speakers of Makonde language are Article History found offers an interesting setting for the investigation of language maintenance and Received: 02.02.2018 language shift. A total of 100 respondents with Makonde ancestry participated in this Accepted: 10.02.2018 research. One issue explored was the characteristics of language shift in Makonde Published: 31.03.2018 language. Data obtained from 100 subjects showed that Makonde language is DOI: considered to be an inferior Language in Kenya and as a minority language. The 10.21276/sjahss.2018.6.3.24 study also found that there was an imbalance in borrowing and that young Makonde speakers were losing their territorial language. However, there were levels of positive language retention of Makonde language, especially at family domain, market places and ritual ceremonies. This showed that as long as Makonde people live in a concentrated area in Kenya, they will have better chances of maintaining their language.
  • Prayer Cards | Joshua Project

    Prayer Cards | Joshua Project

    Pray for the Nations Pray for the Nations Abkhaz in Ukraine Abor in India Population: 1,500 Population: 1,700 World Popl: 307,600 World Popl: 1,700 Total Countries: 6 Total Countries: 1 People Cluster: Caucasus People Cluster: South Asia Tribal - other Main Language: Abkhaz Main Language: Adi Main Religion: Non-Religious Main Religion: Unknown Status: Minimally Reached Status: Minimally Reached Evangelicals: 1.00% Evangelicals: Unknown % Chr Adherents: 20.00% Chr Adherents: 16.36% Scripture: New Testament Scripture: Complete Bible www.joshuaproject.net www.joshuaproject.net Source: Apsuwara - Wikimedia "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Achuar Jivaro in Ecuador Achuar Jivaro in Peru Population: 7,200 Population: 400 World Popl: 7,600 World Popl: 7,600 Total Countries: 2 Total Countries: 2 People Cluster: South American Indigenous People Cluster: South American Indigenous Main Language: Achuar-Shiwiar Main Language: Achuar-Shiwiar Main Religion: Ethnic Religions Main Religion: Ethnic Religions Status: Minimally Reached Status: Minimally Reached Evangelicals: 1.00% Evangelicals: 2.00% Chr Adherents: 14.00% Chr Adherents: 15.00% Scripture: New Testament Scripture: New Testament www.joshuaproject.net www.joshuaproject.net Source: Gina De Leon Source: Gina De Leon "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Adi in India Adi Gallong in India
  • Apartheid's Contras: an Inquiry Into the Roots of War in Angola and Mozambique

    Apartheid's Contras: an Inquiry Into the Roots of War in Angola and Mozambique

    Apartheid's Contras: An Inquiry into the Roots of War in Angola and Mozambique http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.crp20005 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org Apartheid's Contras: An Inquiry into the Roots of War in Angola and Mozambique Author/Creator Minter, William Publisher Zed Books Ltd, Witwatersrand University Press Date 1994-00-00 Resource type Books Language English Subject Coverage (spatial) Angola, Mozambique, South Africa, Southern Africa (region) Coverage (temporal) 1975 - 1993 Rights By kind permission of William Minter. Description This book explores the wars in Angola and Mozambique after independence.
  • Identity and Plurilinguism in Africa – the Case of Mozambique

    Identity and Plurilinguism in Africa – the Case of Mozambique

    IDENTITY AND PLURILINGUISM IN AFRICA – THE CASE OF MOZAMBIQUE IDENTIDADE E PLURILINGUISMO NA ÁFRICA: O CASO DE MOÇAMBIQUE Sarita Monjane HENRIKSEN Universidade Pedagógica Mozambique International Abstract: The African continent is a true ethnic-linguistic and cultural mosaic, composed of 55 countries and characterised by the existence of approximately 2.000 languages and a large number of ethnic groups. Mozambique in the extreme south of the continent does not escape from this rule. The country, with its approximately 25 million inhabitants is characterised by a significantly high ethnic, linguistic and cultural diversity. In spite of this superdiversity it is possible to talk about an African identity and surely a Mozambican identity. The present study describes ethnic and cultural diversity in Africa, focusing on issues of plurilingualism or multilingualism in the continent. In addition, the study deals particularly with Mozambique’s ethnolinguistic landscape, discussing the importance of preserving diversity and lastly it presents a number of considerations on those factors that contribute to the construction of national identity and to the development of our Mozambicaness in this Indian Ocean country. Ke ywords: Identity, Plurilingualism, Ethnic-Linguistic and Cultural Diversity and Superdiversity Resumo: O continente africano é um verdadeiro mosaico étnico-linguístico e cultural, composto por 55 países e caracterizado pela existência de aproximadamente 2.000 línguas e inúmeros grupos étnicos. Moçambique no extremo sul deste continente não escapa a esta regra. O país, com os seus cerca de 25 milhões de habitantes é também caracterizado por uma significante diversidade étnica, linguística e cultural. Apesar desta superdiversidade é possível falar sobre uma identidade africana e uma identidade moçambicana.
  • The Deaf of Mozambique

    The Deaf of Mozambique

    Profile Year: 2015 People and Language Detail Report Language Name: Mozambican Sign Language ISO Language Code: mzy The Deaf of Mozambique The Mozambican Sign Language Community Among the poorest of the poor in Mozambique, the Mozambican Deaf typically are unemployed or under-employed. This forces them to remain with their (hearing) family to have regular income, moving to a city to try to find employment or joining a local Deaf gang. Local churches have tried to reach out to meet the needs of the Deaf, but the need is quite large. Most Deaf live for “today.” Many fall into sexual immorality as well as drugs, alcohol, gangs, and stealing to survive. As a Deaf population within a hearing one, the Mozambican Deaf struggle from the same things that most Deaf globally do: ● Most are born to hearing parents, but do not usually learn language or values from them. They often lack anything more than basic communication skills with family members. ● Their difficulty is not the inability to hear, but the great barrier to communicating with the surrounding dominant culture, especially acquiring photo by DOOR International information. ● In Mozambique, many hearing families still consider the birth of a deaf child to be a curse for some previous sin or wrong. Primary Religion: Mozambique formally recognized Mozambican Sign Language as an Non-religious __________________________________________________ indigenous language in 2005. But it has only three schools for the deaf, with Disciples (Matt 28:19): limited use of Mozambican Sign Language (oral methods are employed: to Less than 2% read lips, speak and read __________________________________________________ Portuguese).