La enseñanza bilingüe en Mozambique: un acercamiento al proyecto PEBIMO y a su influencia sobre el modelo actual

Abstract

Numerous studies over the years have shown the beneficial effects of teaching in the native language of children. However, the right to be educated in their own language is hampered in sub-Saharan Africa due to historical, social and cultural issues. In this article we address the linguistic diversity of Mozambique and shed light on the PEBIMO Project, a pioneering experience in bilingual education that aimed to improve the academic performance of students. Analysis of its outcomes also reveal its contribution to the valorization of the local language and cultures, and to promoting greater involvement of families in schooling. Its recommendations have served to strengthen language policy in the Mozambican education system, and nowadays they are still suitable for promoting an inclusive school based on the recognition of the linguistic plurality of the country as a strength, and not as a problem.