Rethinking Bilingual Education In Postcolonial Contexts (Bilingual Education & Bilingualism, 81),Used

Product DescriptionThis 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 ethnographicallybased 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 lowstatus languages can play a role in social and cultural transformation, especially where postcolonial contexts are concerned.ReviewThis volume presents a landmark study of bilingual education policy and local practice in a new context. It offers a fresh and thoughtprovoking African perspective on the value and purpose of bilingual education, foregrounding its transformative potential. Chimbutanes arguments are grounded in detailed, multilayered research of an innovative sociolinguistic and ethnographic nature. The volume represents a significant new intellectual resource for all of us who are concerned with education in multilingual settings in the global south. Marilyn MartinJones, Emeritus Professor, MOSAIC Centre for Research on Multilingualism, University of Birmingham, UKChimbutanes delicately balanced and wonderfully accessible volume is a delight to read. The author speaks from the vantage point of a wellpositioned postcolonial scholar, and this excellently crafted, wellwritten and admirably researched piece whets ones appetite for more of the same from the linguistic periphery. Christopher Stroud, Department of Linguistics, University of the Western CapeChimbutane makes a valuable contribution not only to understanding the situation of African languages (AL) but also to ethnographic studies of bilingualism that conceive of a language as social practice...Chimbutane's greatest success is demonstrating the social, political and educational importance of ALs as a mean of instruction and not just as a curricular theme. Chimbutane helps us confirm that the omission of ALs in school reinforces certain postcolonial practices and, therefore, reduces the agency and learning of students. The book itself is a political and research statement showing both what has not yet managed to get into Mozambique BE and also the gradual change that has been generated around ideologies and language policies in favor of AL. Lorena Cordova, Centro de Investigaciones y Estudios Superiores en Antropologa Social, Mexico City on the LINGUIST List 23.1774About the AuthorFeliciano Chimbutane is Assistant Professor in Linguistics at Eduardo Mondlane University, Mozambique. His research interests concern languages in education, with special reference to bilingual education. His focus is on policy, classroom practice, and the relationship between classroom discourse, daytoday talk and the wider social and political order.Excerpt. Reprinted by permission. All rights reserved.Rethinking Bilingual Education in Postcolonial ContextsBy Feliciano ChimbutaneMultilingual MattersCopyright 2011 Feliciano ChimbutaneAll rights reserved.ISBN: 9781847693648ContentsAcknowledgements, vii,List of Abbreviations and Acronyms, ix,Transcription Symbols and Conventions, xi,1 Introduction, 1,2 Language and Education, 15,3 Mozambique: Historical, Sociolinguistic and Educational Context, 30,4 The Research Sites: Communities, Schools and Classrooms, 59,5 Interaction and Pedagogy in Bilingual Classrooms, 76,6 Sociocultural Impact of Bilingual Education, 106,7 Bilingual Education and Socioeconomic Mobility,