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Assessing the Introduction of the Angolan Indigenous Languages in the Educational System in Luanda: A Language Policy Perspective

Assessing the Introduction of the Angolan Indigenous Languages in the Educational System in Luanda: A Language Policy Perspective

Author(s): António Filipe Augusto
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  • ISBN: (Ebook)  1-934502-08-1 USD $40.00
  • ISBN: ( Print)  1-934502-08-1 USD $70.00
Author Information
The aim of this study was to find out the agenda behind language policy in Angola, and in particular it assesses the introduction of the Angolan indigenous languages in the Angolan educational system in Luanda and why the chosen languages and not others, as well as providing my ivcontribution as a teacher and researcher in the matters of educational language policy. To do so, it analysed two most relevant policy documents that provides legal support to the policy and three newspaper articles that reacted to this issue. A broad review of literature on the impact of colonial and post-colonial language ideologies in the country, including the historicity of the policy makers was done. Qualitative research tools were used to gather and analyse the data. Fifteen interviews and questionnaires were conducted to gather the views of grassroots and the policy implementers. This research was the first study in this field in Angola. The study found that Kimbundu is being also being used as a medium of instruction in Luanda where children have Portuguese as their first language which is the opposite of what the policy UNESCO’s persuasive campaign for mother-tongue education and the government claims was happening. Furthermore, the research established that there is a parallel between the Angolan colonial and post-colonial language policies. Therefore, I conclude that by doing the inverse there is a government hidden agenda behind the policy which is to preserve Portuguese colonial language ideology and maintain social discrimination on the basis of language. Hence, I recommended that the government reviewed the whole set of strategies applied to implement the policy by using more inclusive practices.

António Filipe Augusto has been a teacher for 31 years. His teaching experience ranges from primary to tertiary education. In 1982, he began his teaching career in primary school, teaching general subjects. Twelve years later, he started teaching English as a foreign language to secondary school children and to high school vocational students.  Currently, He is a lecturer and the Head of English Department at the Instituto Superior de Ciências da EducaçãoISCED/ Luanda, where he has worked for the last 14 years as an English as a Foreign Language Teacher Trainer, dealing with various courses in the field of linguistics. He lectures inter alia Introduction to Linguistics Studies, Sociolinguistics, English Phonetics and Phonology and Psycholinguistics. He has BA in Teaching English as a Foreign Language from Universidade Agostinho Neto (ISCED-Luanda), in Angola, Diploma in English Language Teaching and administration from the University of Warwick, in Britain, and MA in Linguistics (sociolinguistics) from the University of the Witwatersrand, South Africa. His main research interests are in sociolinguistics (Critical Discourse Analysis and Language Ideology) and Phonetics and Phonology. He is the author of a few articles both on sociolinguistics and English phonology related to language teachers, published in the Journal of ISCED/Luanda (KULONGA). He is also the author of the first research of phonology of Kikongo, the language of the former Kingdom of Kongo (a Bantu language spoken in Angola, Gabon, Democratic Republic of Congo and Republic of Kongo).

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