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SUMMARY:Living in Kriolu\, Learning in Portuguese: language ideologies and
  language education in Cape Verde - Dr Nicola Bermingham\, University of L
 iverpool
DTSTART:20220224T163000Z
DTEND:20220224T180000Z
UID:TALK170549@talks.cam.ac.uk
CONTACT:Onkar Singh
DESCRIPTION:Approaches to language learning in post-colonial Africa have b
 een based largely on European and North American pedagogical theories inhe
 rited from the colonial period and have focused on the implementation of m
 onolingual instruction in English\, French and Portuguese - languages whic
 h continue to be highly valued symbolic commodities (Chimbutane 2012\; Wol
 ff 2017\; Heugh 2021). In recent decades\, however\, there has been a shif
 t towards developing transformative forms of education that reflect Africa
 n cultures\, values and languages and take into account sociocultural cons
 iderations as well as educational needs (Alidou et al. 2006). Nonetheless\
 , there are still challenges around the implementation and adoption of bil
 ingual education. This presentation draws on the case of Cape Verde and ex
 amines a grassroots bilingual initiative to introduce Kriolu alongside Por
 tuguese as a medium of instruction in two primary schools. It looks specif
 ically at the language ideologies that emerged among selected teachers\, e
 ducational administrators\, politicians and activists regarding the introd
 uction of bilingual education and questions why there is still resistance 
 to implementing such models in present-day Cape Verde. \n\nReferences:\nAl
 idou\, H.\, Boly\, A.\, Brock-Utne\, B.\, Satina Diallo\, Y.\, Heugh\, K.\
 , Wolff\, E. (2006) Optimizing Learning and Education in Africa – the La
 nguage Factor: A Stock-Taking Research on Mother Tongue and Bilingual Educ
 ation in Sub-Saharan Africa\, Libreville\, Gabon.\nChimbutane\, F. (2012) 
 ‘Multilingualism in education in post-colonial contexts: a special focus
  on sub-Saharan Africa’\, in Martin-Jones\, M.\, Blackledge\, A. and Cre
 ese\, A.\, eds.\, The Routledge Handbook of Multilingualism\, Routledge.\n
 Heugh\, K. (2021) ‘Southern multilingualisms\, translanguaging and trans
 knowledging in inclusive and sustainable education’\, in Harding-Esch\, 
 P. and Coleman\, H.\, eds.\, Language and the Sustainable Development Goal
 s\, British Council\, 37–47.\nWolff\, E. (2017) ‘Language Ideologies a
 nd the Politics of Language in Post-Colonial Africa’\, Stellenbosch Pape
 rs in Linguistics Plus\, 51\, 1–22.\n\n
LOCATION:Online
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