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Gender and Behaviour

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Awareness of English language in Mozambique: challenges and future for the curriculum

Mussa Mudala Adriano, Paul Nepapleh Nkamta

Abstract


In this paper, we investigate the role of the English language and its future in the Mozambican curriculum. As a foreign and elitist language, we discuss its future and emphasise the need for academic expression among students and teachers of English. Using importance for Mozambicans to be aware of the language they use in society as this gives them agency. Semi-structured in-depth interviews were conducted with six English language teachers in Mozambique. The findings revealed that teachers do not possess the knowledge to encode many core concepts in English and are not ready to switch from Portuguese as a national language and indigenous tongues to English. Their lack of conceptual awareness, coupled with lack of sufficient English language skills to teach, are attributable to a number of possible reasons: lack of previous knowledge of English; poorly trained teachers; and high levels of illiteracy. There is, therefore, a need to develop and put in place strategies that assist language teachers and students to improve the language as well as design a methodology on Language Awareness in order to facilitate and improve English language teaching and learning in Mozambique.

Keywords: curriculum, language awareness, knowledge, illiteracy, skills, teachers




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