| Description |
1 online resource (xi, 182 pages) : illustrations, map |
| Series |
Bilingual education & bilingualism |
|
Bilingual education and bilingualism.
|
| Contents |
Acknowledgements; List of Abbreviations and Acronyms; Transcription Symbols and Conventions; 1 Introduction; The Book; Why an Ethnography of Bilingual Education in Mozambique?; A Critical, Linguistic Ethnographic Enquiry; Fieldwork and Data Analysis; Outline of the Chapters; 2 Language and Education; Introduction; Bilingual Education; Classroom Discourse; 3 Mozambique: Historical, Sociolinguistic and Educational Context; Introduction; Historical Background; Sociolinguistic Profile; Education in Mozambique; 4 The Research Sites: Communities, Schools and Classrooms; Introduction |
|
The CommunitiesThe Schools; The Bilingual Classes Observed; Conclusion; 5 Interaction and Pedagogy in Bilingual Classrooms; Introduction; Interaction and Pedagogy in L1 and L1-Medium Subject Classes; Interaction and Pedagogy in L2 and L2-Medium Subject Classes; Educational Value of Bilingual Education: A Potential not yet Fully Explored; Conclusion; 6 Socio-cultural Impact of Bilingual Education; Introduction; The Socio-cultural Impact of Using African Languages for Education; Funds of Knowledge: Capitalising on Home/Community Knowledge; Bilingual Education and Socio-cultural Transformation |
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Conclusion7 Bilingual Education and Socio-economic Mobility; Introduction; The Voices of the Communities; Bilingual Education and Socio-economic Mobility; Conclusion; 8 Conclusion; Purpose and Value of Bilingual Education; The Transformative Potential of Bilingual Education; Bilingual Education: Research, Policy and Practice; The Way Forward; References |
| Summary |
This book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, It shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based o |
| Bibliography |
Includes bibliographical references (pages 171-182) |
| Notes |
Print version record |
| In |
EBL |
| Subject |
Education, Bilingual -- Mozambique
|
|
Education, Bilingual -- Africa, Sub-Saharan
|
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Multilingualism -- Mozambique
|
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Multilingualism -- Africa, Sub-Saharan
|
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Educational anthropology -- Mozambique
|
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Educational anthropology -- Africa, Sub-Saharan
|
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Postcolonialism -- Mozambique
|
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Postcolonialism -- Africa, Sub-Saharan
|
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Educational strategies & policy.
|
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EDUCATION -- Bilingual Education.
|
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Education, Bilingual
|
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Educational anthropology
|
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Multilingualism
|
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Postcolonialism
|
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Sub-Saharan Africa
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Mozambique
|
| Form |
Electronic book
|
| ISBN |
9781847693655 |
|
1847693652 |
|
9781847695017 |
|
1847695019 |
|
