Literaturnachweis - Detailanzeige
Autor/inn/en | Chimbutane, Feliciano; Benson, Carol |
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Titel | Expanded Spaces for Mozambican Languages in Primary Education: Where Bottom-up Meets Top-down |
Quelle | In: International Multilingual Research Journal, 6 (2012) 1, S.8-21 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1931-3152 |
DOI | 10.1080/19313152.2012.639278 |
Schlagwörter | Curriculum Development; Elementary Education; Bilingual Education; Bilingual Education Programs; Educational Change; Foreign Countries; Resource Allocation; Bilingualism; African Languages; Public Policy; Transfer of Training; Teaching Methods; Portuguese; Official Languages; Second Language Learning; Mozambique Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Bilingual teaching; Bilingualer Unterricht; Bildungsreform; Ausland; Ressourcenallokation; Bilingualismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Öffentliche Ordnung; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Portugiesischunterricht; Office language; Amtssprache; Zweitsprachenerwerb; Mosambik |
Abstract | This article describes how 16 Mozambican languages--and counting--have been brought into primary education in Mozambique through a 2002 curriculum reform, and how they are faring in light of tensions between general aspirations for dominant languages and public demand for bilingual education. Bilingual education based on learners' home languages, as one of three optional "modalities" of the reform, has grown in popularity since piloting in the 1990s, and classroom- and community-level actors are making considerable contributions, assisted by middle-level scholars and organizations. Although official policy has not been accompanied by allocation of resources at the top, it appears that implementational spaces (Hornberger, 2005) are being filled from the stakeholder level, contributing to ownership of bilingual programs and satisfaction with promoting local languages and cultures. Given current limitations at the top and middle, the question is whether the bottom can sustain implementation. (Contains 3 footnotes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |