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Language and student learning: Evidence from an ethnographic study in Mozambique

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  • Feliciano Chimbutane
  • Ritva Reinikka

Abstract

This ethnographic study explores the implementation of bilingual education in Mozambique: how it is understood, adapted, and resisted by school directors, teachers, and local officials. Bilingual education uses local languages in early grades before a gradual shift into Portuguese, which most Mozambican children do not speak when entering school. Our study confirms that students participate actively and understand content better in bilingual classes. Regardless of education policy, school directors decide whether or not to form bilingual classes.

Suggested Citation

  • Feliciano Chimbutane & Ritva Reinikka, 2023. "Language and student learning: Evidence from an ethnographic study in Mozambique," WIDER Working Paper Series wp-2023-62, World Institute for Development Economic Research (UNU-WIDER).
    • Handle: RePEc:unu:wpaper:wp-2023-62
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    References listed on IDEAS

    as
    1. David D. Laitin & Rajesh Ramachandran & Stephen L. Walter, 2019. "The Legacy of Colonial Language Policies and Their Impact on Student Learning: Evidence from an Experimental Program in Cameroon," Economic Development and Cultural Change, University of Chicago Press, vol. 68(1), pages 239-272.
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    Keywords

    Education; Education policy; Implementation; Ethnography; Mozambique;
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