04804nam 22010215 450 991082774530332120230126204028.01-283-14774-297866131477451-84769-365-210.21832/9781847693655(CKB)2550000000037149(EBL)837790(SSID)ssj0000530120(PQKBManifestationID)12215404(PQKBTitleCode)TC0000530120(PQKBWorkID)10561087(PQKB)11154122(SSID)ssj0000643843(PQKBManifestationID)11393714(PQKBTitleCode)TC0000643843(PQKBWorkID)10669164(PQKB)11430497(DE-B1597)514089(OCoLC)741407762(DE-B1597)9781847693655(MiAaPQ)EBC837790(EXLCZ)99255000000003714920200707h20112011 fg engur|n|---|||||txtccrRethinking Bilingual Education in Postcolonial Contexts /Feliciano ChimbutaneBlue Ridge Summit, PA : Multilingual Matters, [2011]©20111 online resource (194 p.)Bilingual Education & BilingualismDescription based upon print version of record.1-84769-364-4 Frontmatter -- Contents -- Acknowledgements -- List of Abbreviations and Acronyms -- Transcription Symbols and Conventions -- Chapter 1. Introduction -- Chapter 2. Language and Education -- Chapter 3. Mozambique: Historical, Sociolinguistic and Educational Context -- Chapter 4. The Research Sites: Communities, Schools and Classrooms -- Chapter 5. Interaction and Pedagogy in Bilingual Classrooms -- Chapter 6. Socio-cultural Impact of Bilingual Education -- Chapter 7. Bilingual Education and Socio-economic Mobility -- Chapter 8. Conclusion -- ReferencesThis 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 on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned.Bilingual Education & BilingualismEducation, BilingualMozambiqueEducation, BilingualAfrica, Sub-SaharanMultilingualismMozambiqueMultilingualismAfrica, Sub-SaharanEducational anthropologyMozambiqueEducational anthropologyAfrica, Sub-SaharanPostcolonialismMozambiquePostcolonialismAfrica, Sub-SaharanEducationHILCCSocial SciencesHILCCEducation, Special TopicsHILCCSecond language acquisitionStudy and teachingLanguage and languagesLanguages & LiteraturesHILCCPhilology & LinguisticsHILCCAfrica.bilingual education.bilingualism.colonialism.language education.Education, BilingualEducation, BilingualMultilingualismMultilingualismEducational anthropologyEducational anthropologyPostcolonialismPostcolonialismEducationSocial SciencesEducation, Special TopicsSecond language acquisitionStudy and teachingLanguage and languagesLanguages & LiteraturesPhilology & Linguistics370.117 509679DP 4200SEPArvkChimbutane Feliciano, authttp://id.loc.gov/vocabulary/relators/aut1106280DE-B1597DE-B1597BOOK9910827745303321Rethinking Bilingual Education in Postcolonial Contexts3950337UNINA