LEADER 04817nam 22010335 450 001 9910957017503321 005 20240516105201.0 010 $a1-283-14774-2 010 $a9786613147745 010 $a1-84769-365-2 024 7 $a10.21832/9781847693655 035 $a(CKB)2550000000037149 035 $a(EBL)837790 035 $a(SSID)ssj0000530120 035 $a(PQKBManifestationID)12215404 035 $a(PQKBTitleCode)TC0000530120 035 $a(PQKBWorkID)10561087 035 $a(PQKB)11154122 035 $a(SSID)ssj0000643843 035 $a(PQKBManifestationID)11393714 035 $a(PQKBTitleCode)TC0000643843 035 $a(PQKBWorkID)10669164 035 $a(PQKB)11430497 035 $a(DE-B1597)514089 035 $a(OCoLC)741407762 035 $a(DE-B1597)9781847693655 035 $a(MiAaPQ)EBC837790 035 $a(EXLCZ)992550000000037149 100 $a20200707h20112011 fg 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aRethinking Bilingual Education in Postcolonial Contexts /$fFeliciano Chimbutane 205 $a1st ed. 210 1$aBlue Ridge Summit, PA : $cMultilingual Matters, $d[2011] 210 4$dİ2011 215 $a1 online resource (194 p.) 225 0 $aBilingual Education & Bilingualism 300 $aDescription based upon print version of record. 311 $a1-84769-364-4 327 $tFrontmatter -- $tContents -- $tAcknowledgements -- $tList of Abbreviations and Acronyms -- $tTranscription Symbols and Conventions -- $tChapter 1. Introduction -- $tChapter 2. Language and Education -- $tChapter 3. Mozambique: Historical, Sociolinguistic and Educational Context -- $tChapter 4. The Research Sites: Communities, Schools and Classrooms -- $tChapter 5. Interaction and Pedagogy in Bilingual Classrooms -- $tChapter 6. Socio-cultural Impact of Bilingual Education -- $tChapter 7. Bilingual Education and Socio-economic Mobility -- $tChapter 8. Conclusion -- $tReferences 330 $aThis book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, it shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned. 410 0$aBilingual Education & Bilingualism 606 $aEducation, Bilingual$zMozambique 606 $aEducation, Bilingual$zAfrica, Sub-Saharan 606 $aMultilingualism$zMozambique 606 $aMultilingualism$zAfrica, Sub-Saharan 606 $aEducational anthropology$zMozambique 606 $aEducational anthropology$zAfrica, Sub-Saharan 606 $aPostcolonialism$zMozambique 606 $aPostcolonialism$zAfrica, Sub-Saharan 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aEducation, Special Topics$2HILCC 606 $aSecond language acquisition$xStudy and teaching 606 $aLanguage and languages 606 $aLanguages & Literatures$2HILCC 606 $aPhilology & Linguistics$2HILCC 610 $aAfrica. 610 $abilingual education. 610 $abilingualism. 610 $acolonialism. 610 $alanguage education. 615 0$aEducation, Bilingual 615 0$aEducation, Bilingual 615 0$aMultilingualism 615 0$aMultilingualism 615 0$aEducational anthropology 615 0$aEducational anthropology 615 0$aPostcolonialism 615 0$aPostcolonialism 615 7$aEducation 615 7$aSocial Sciences 615 7$aEducation, Special Topics 615 0$aSecond language acquisition$xStudy and teaching. 615 0$aLanguage and languages. 615 7$aLanguages & Literatures 615 7$aPhilology & Linguistics 676 $a370.117 509679 686 $aDP 4200$qSEPA$2rvk 700 $aChimbutane$b Feliciano, $4aut$4http://id.loc.gov/vocabulary/relators/aut$01106280 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910957017503321 996 $aRethinking Bilingual Education in Postcolonial Contexts$94450544 997 $aUNINA