Assessing the introduction of Angolan indigenous languages in the educational system in Luanda: a language policy perspective
Date
2012-02-29
Authors
Augusto, Antonio Filipe
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Abstract
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 contribution 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.
Description
M.A., Faculty of Humanities, University of the Witwatersrand, 2011