ABOLITION OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE

©Njirazafa (2012) THE ABOLITION OF TRAINING ENGLISH LANGUAGE TEACHERS IN TEACHER TRAINING CENTRES OF MOZAMBIQUE PAGE 11 ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 11

©Njirazafa (2012) THE ABOLISHMENT OF TRAINING ENGLISH LANGUAGE TEACHERS IN TEACHER TRAINING CENTRES OF MOZAMBIQUE THE ABOLISHMENT OF TRAINING ENGLISH LANGUAGE TEACHERS IN TEACHER TRAINING 2 ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANCGEUNAGTREETSEAOCFHEMRSOINZATEMACBHIQERUSE’ SCHOOLS OF MOZAMBIQUE

T©ANjBirLaEzaOfaF(2C0O12N)TENTS TABLE OF CONTENTS ITEM PAGE 3 ABSTRACT 4 1.0 INTRODUCTION 6 1.1 Statement of the Problem 10 1.2 Purpose of the Study 2 11 12 2.0 THEORETICAL FRAMEWORK AND LITERATURE REVIEW 2 16 3.0 RESEARCH METHODOLOGY 20 22 4.0 DATA COLLECTION 5.0 DATA PRESENTATION 6.0 DISCUSSIONS AND RESULTS 6.1 RESULTS 7.0 CONCLUSION AND RECOMMENDATION 7.1 RECOMMENDATION REFERENCES ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 33

©Njirazafa (2012) The article discusses on the recent decision made by education authorities to ABSTRACT abolish the training of teachers of English in teach- er training Centres in the Mozambique. However, the training of teachers of English languages in the Centres was a catalyst to social, cultural, political and economic development in the country. Based on the outcomes teachers contributed to the social economic and the development of education in the Primary Schools. For this purpose, qualitative methodology was privileged by carrying out the research on the various aspects the phenomenon can bring in the near future. The interview as a convenient method was used to find out whether abolish was to lack of financial or a political linkage. The abolish of the regular training of teachers of English Language in Institutes of Teacher Training in the country has a gross marginal in relation to poor Quality of education in the 21st century. It has to do with the Globalization in which the medium of communication is mainly in English. The unknown reasons for the abolishment to the course was not established and eventually contributes to decline of quality of education particularly English language in the country hence Portuguese is the official language and remains powerful in the region. Key words: English language, Training of Teachers, Primary school, Globalization ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 4

©Njirazafa (2012) INTRODUCTION English as a subject is taught from Education is the four corner stone that grade six and seven at Primary school no Government in the world can throw it away. However, the Government of level then continued in grade eight to Mozambique puts all efforts in educating its nation. Soon after the independence grade twelve at secondary school lev- 1975, the Mozambican Government in- troduced the training of teachers in all el. It was not sufficient. The learning of Provinces. The focal point was to train teachers for various Primary schools in English could have started at grade the country. From 1975 to 1994, the cur- riculum was reviewed and then in 1995 three upwards according to specialists the ministry of Education approved the integration of English Language in the in the subject. Despite, Mozambique is country as national policy for teaching English Language. under PALOP but there are English Lan- Mozambique is surrounded by English guage landscape used during their ses- speaking countries such as Zambia, Zim- babwe, South Africa, Malawi and Swazi- sions. land just to mention some not leaving out Islands in the Indian Ocean. Howev- It was of these benefits Mozambique er, in 1995 approval of national Policy gained from the introduction of English for the introduction to teaching of Eng- Language in schools in the country. lish Language by the then Minister of Ed- Mozambique joined several Internation- ucation Arnaldo Nhavota. Many Mozam- al Organizations such as Common- bicans are able to express themselves in wealth, SADC, IMF, UNICEF, UNO, FAO, English and have gained diplomatic re- AU and many others due to the access lationships with many countries for for- to speak and express English Language eign aid, Business Corporate, Science and Technology information and Agri- The point of order is that, if English Lan- cultural technology. guage teachers are not trained what will be the effects in the learning of English at Primary schools in Mozam- bique. Will English only taught at sec- ondary level? According to Chomsky (1985:46), language is learned at a de- velopmental stage (1-9 years). What if English Language teachers are not trained at Teacher training centres. What will happen to primary schools? Multilingualism is a fuel to development of a country. For instance, Republic of South Africa has officialised eleven lan- guages; this had fuelled the country's development. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 55

©Njirazafa (2012) 1.1STATEMENT OF THE Adequate provision of PROBLEM training teachers of English Language in training centres in the country would maintain the multi-linguistic in communication and business transaction. What are teach- ing and learning resources before embarking on the training programme in centres are critical in order to satisfy the requirements of the trainees and the country at large. Why the training of English language teachers in training cen- tres have been found to be very useful in teaching and learning process? How- ever, the conception, adoption and eventual integration of training teachers depend on preparedness of individual schools and institutions. Adequate re- source preparedness of training teachers of English Language on learning made the country very successful in several developments. Notwithstanding the above, teachers of English from these training centres have been transferred to primary and some to secondary. 1.2 PURPOSE The aim of the study was to analyse the OF THE STUDY impact of the abolishment of primary English language teachers in teacher's training centres in Mozambique. The study aimed at contributing to the world of knowledge resulting from the study findings and encourage education au- thorities to revert the decision that the decision was promptly made. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 6

©Njirazafa (2012) in education sec- THEORETICAL FRAMEWORK tor, Agricultural, Fi- nancial, Health & LITERATURE REVIEW sectors, Transport and Communica- In agreement to (Kamwendo, 2016), tion sectors. In the children are expected to learn (and same hand, business and information technologies have improved in educa- that includes learning to read and tion sector, Agricultural, Financial, write) in English, a language they have Health sectors, Transport and Communi- not had any contact with before their cation sectors. first day at school. Moreover, some of The training of Primary school teachers the teachers themselves struggle to use of English Language in various Teacher English as a medium of instruction. The Training Centres feed Primary schools with sufficient English Teachers for the results of this policy are devastating, grade six and seven classes. Most and the fact that the school system is Mozambicans express English well for in- poorly resourced in terms of infrastruc- stance a most recent UK-Africa 2019 ture, materials and teachers are further meeting most roundtables, debates were in English. The narration to this thwarting positive learning outcomes. note came to the point of order as the On the strength of ample empirical evi- English language has been abolished in dence, which supports the mother the teacher training centres all over the tongue as the best medium of instruc- country’s Training centres. An article written by Heidi K. (2017:54), argued tion in the initial phases of primary edu- that there are several gaps between cation, this research note argues that policies and implementation. One such the new language policy stands on a gap that remains unaddressed and un- shaky foundation, and that it cannot der-researched is English as a choice of the medium of instruction in a widely es- serve as a strategy for eradicating low teemed growing number of schools. Ac- English proficiency among Mozambican cording to Kopland et al. (2014:738) re- learners. viewed numerous reasons behind the need to educate children in the early The integration of teaching English Lan- ages. (Legutke et al, 2009:15).On the guage curriculum in 1995 by the Minis- other hand, Nikolov (2009:11) admitted try of Education has boosted the ability that young learners are widely per- to speaking, writing, listening and read- ceived to acquire languages in a quali- ing in English language in the country. tatively different way from adolescents In the same hand, business and infor- and adults. Children, before a certain mation technologies have improved age seem to pick up a new language with ease and success, whereas older ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 77

©Njirazafa (2012) Research indicates that children who In a globalized world, where mobility is are exposed to a foreign language at a facilitated, learning a language is a young age achieve higher levels of wonderful benefit. For instance, you are cognitive development at an earlier traveling to Spain and Portugal the two age. Several studies indicate that indi- languages spoken in these countries viduals who learn a second language should be vital to be learned so that the are more creative and better at solving communication be easily. Not only does complex problems than those who do it help when traveling, it is also a great not. advantage for studying in general and for career prospects abroad. Acquiring UNESCO recent paper justified that it is a second language enables us to devel- better to start learning languages early. op various mental abilities at all ages. Secondary, language learning helps de- English as International language, busi- velop strong cognitive skills, such as a ness language is molding the world into better concept formation, mental flexi- one world and yield the Globalization in bility, multitasking, listening skills and which English Language is its focal problem-solving, in addition to improv- point. (UNESCO, 1972) Mozambique ing social interaction and encouraging signed several accords and memoran- connection between peers. dum of Understanding with many differ- (Commission of the European Communi- ent ties, 2003:7) indicates that all the expla- nations above increase the functionali- Treaties. Looking at the disappearance ty of the introduction of English Lan- of the training of English Language guage at grade one in Mozambique ra- teachers in the training centres in the ther than abolishing it at a lower level country may in future bring the side ef- of education. fects to the nation and the decline in quality of education in general. (Curtain However, abolishing the training of & Dahlberg, 2004). The discovery of gas teachers of English is simply contrary to and petroleum in Rovuma in Cabo Del- general expectations of educating chil- gado and Buzi in Sofala. dren when young. (Fuchsen, 1989:34). (Bamford & Mizokawa, 1991:55) Language learners show greater cognitive flexibility, better problem solving and higher order thinking skills. (Hakuta 1986:23). Research sug- gests that foreign language study “enhances children’s understanding of how language itself works and their ability to manipulate language in the service of thinking and problem solving.” (Cummins 1981:18) Early language study results in greater skills in divergent think- ing and figural creativity. (Landry 1973:79) ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 8

©Njirazafa (2012) Similarly, companies such as Anadarko, Moreover, language learners show Ex Mobile are from United States of greater cognitive flexibility, better prob- America and other English speaking lem solving and higher order thinking countries of which the working force in- skills. Research suggests that foreign lan- volve Mozambicans however, the work- guage study “enhances children’s un- ing class eventually need to communi- derstanding of how language itself cate in English rather than in Portu- works and their ability to manipulate lan- guese. According to statistics (INE, 2017) guage in the service of thinking and 70% of the products come from Repub- problem solving.” (Cummins 1981:77) lic of South Africa such as tomatoes, cabbages, onions, rapes, carrots, meat, According to Institute of Languages in beans and groundnuts and for business their Seminar Paper (November 2018), transaction language must lie between 81% of our clients stated that learning the buyer and the seller. Wherever, Mul- another languages add value to the tilanguage has to be empowered to ful- workforce and 95% stated that recruiting fil the needs of business. team (ECB) members with language skills is important to their organization. A bilin- A foreign language is a completely new gual ability is definitely a competitive intricate system of rules, structures, and edge in today’s world. Learning a new lexis. Learning a new language means language makes you more conscious of your brain has to cope with complexity the details of your own language. Such as it makes sense of absorbs new pat- as vocabulary, grammar, conjugation, terns. As our brains work out the mean- comprehension, idioms and sentence ing, endeavouring to communicate, we structure become everyday phrases, develop key learning skills such as cog- whereas your own language is probably nitive thinking and problem solving. absorbed more intuitively. Learning a Highly developed critical thinking skills new language also makes you a better are a significant benefit both personally listener as you are used to having to in- and professionally. Several studies indi- terpret meaning. It is important, when cate that individuals who learn a sec- discussing on the outcome of early lan- ond language are more creative and guage learning, to focus on those who better at solving complex problems than deliver the language lessons and are re- those who do not. sponsible for the numerous children in primary schools, ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 99

©Njirazafa (2012) and beyond, who embark on the journey Trainers of English are waiting orders of foreign language education. Ideally, from the department of education for the language teacher introduces the the final decisions where to go and child to the foreign language and helps continue teaching. The other trainer him/ her become a successful foreign said that abolish of English language language user within a relaxed and has to do with the introduction of Bilin- comfortable environment. ((Giannikas, gual in Primary schools in the country. 2011:79) Strong evidence shows that It is in this context, Deputy Head teach- time spent on foreign language study ers worried about the development, strongly reinforces the core subject are- the decisions made by superiors with- as of reading, English language literacy, out prior consultations to the public social studies and maths. Foreign lan- and the stakeholders of the matter. guage learners consistently outperform Media is one of the fast way of com- control groups in core subject areas on municating to the world. (Education standardized tests (Armstrong & Rogers, Journal, 2013: 234) 1997:83). In general the trainers said that they 10 were not informed of abolish of the course. The trainer remembered that in 2018 they received a new curriculum (12+3) course of which English was among the subjects to be taught only one semester in the first year of which the course has three years for comple- tion. In a written recommendation at- tached to the curriculum presenting a fort fall in the curriculum in focus to Eng- lish Language, the final approved curric- ulum the course was removed. Hence, the decisions were made from superior; nobody had a word to contest on the decisions made. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE

©Njirazafa (2012) 3.0 METHODOLOGY In this research, quantitative methods were employed aimed at sample Representative, qualitative sampling methods often employ non-probability sam- pling methods aimed at theoretical saturation (Silverman, 2015:76). Concerning data collection, qualitative studies employ interviews, observations, conversation analysis, and discourse analysis while quantitative designs utilise mainly surveys and questionnaires (Bryman, 2016:146) Creswell, 2014:65). After a thorough analysis of the phenomenon, taking into account the reality on the ground for an efficiency understanding of the under study. The study took place in the two teacher training Centres in Tete Province: Chitima Institute of Teacher Training Centre and Tete Teacher Training Centre whereas trainers of English Language from both Institutes were engaged in the interview. By far, the author used advantage of the face-to-face interview that attracts the presence of the interviewer, which makes it easier for the respondent to either clarify answers or ask for clarification for some of the items on the questionnaire. However, face-to-face interviews were conducted to the following intervenient involved in study: English Trainers from both Institutes, Two Deputy Head teachers from both institutes, trainees, Primary teachers, Department of teacher training stuffs in the Directorate of Education, Primary school pupils, parents, guardians and the community in general. In the first place, trainers of English were the first to be interviewed for the sake of a good sequence for not disturbing the logic sequence of procedures in the method used to obtain better results. Trainers of English responded to our questions pertaining to what made the ministry to abolish the training of English language teachers in Training Centres in Mozambique. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 1111

©Njirazafa (2012) 4.0 DATA COLLECTION The collected data was sorted out to identify the fully completed and incom- plete responses and organized first before analysing. The quantitative data was presented using face-to-face interviews with Head teachers, trainers, trainees, Primary teachers and parents were involved in providing responses. Some Primary schools were visited and interviewed Inferences were made to look for patterns, determine if there was a relationship between an interven- tion and an outcome variable as well as strength of that relationship. Unilabiate regression analysis was carried out to test hypothesis. This helped the study to reject or fail to reject the null hypotheses. Quantitative data was transcribed by typing the text from the written answers into word processing files and tape recordings. Data obtained through obser- vational schedule was organized. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 12

©Njirazafa (2012) 5.0 DATA PRESENTATION TABLE 1: PRIMARY TEACHER TRAINING MODELS ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 1313

©Njirazafa (2012) TABLE 1: PARTICIPANTS INVOLVED IN INTERVIEWS Participants Area covered Location N° of Participants Department of Teach- Head of Head of 2 er Training Centre at Department inspectorate PDEHD Department Head Teachers Chitima TTC Tete TTC 2 Deputy H.Teachers Tete TTC Chitima TTC 2 Trainers of English Chitima TTC Tete TTC 4 Tete TTC 80 Trainees Chitima TTC Surounding 25 area Parents and guardians Surounding area 118 Total Chitima TTC (10+3 years Curriculum) TABLE 3: CHITIMA TEACHERS' TRAINING CENTRE CATCHMENT AREA. Cahora Bassa Cahora Bassa SEJT Magoe Magoe SEJT Marara Marara SEJT Maravia Maravia SEJT Zumbo Zumbo SEJT ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 14

©Njirazafa (2012) Tete TTC (10+1 year Curriculum) TABLE 4: TETE TEACHERS’ TRAINING CENTRE CATCHMENT AREA Tete City Tete City SEJT Chiuta Chiuta SEJT Moatize Moatize SEJT Mutarara Mutarara SEJT Doa Doa SEJT Angonia TTC (10+1 year Curriculum) TABLE 5: ANGONIA TEACHERS’ TRAINING CENTRE CATCHMENT AREA Angonia Angonia SEJT Tsangano Tsangano SEJT Moatize Moatize SEJT Maravia Maravia SEJT Zumbo Zumbo SEJT Source: (DPFP) ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 1515

©Njirazafa (2012) Chitima TTC Table 6: 10+3 years Curriculum Intake YEAR INTAKE Streams for English Language Trainees F T1 T2 T3 T4 M 37 M FM F MFMF 40 31 2013 80 10 10 11 9 12 8 10 10 43 42 2014 80 33 2015 80 11 9 10 10 10 10 9 11 40 44 2016 80 2017 80 12 8 13 7 11 9 13 7 49 2018 80 Source: (DPFP) 11 9 8 12 9 11 10 10 38 13 7 12 8 10 10 12 8 47 10 10 9 11 8 12 9 11 36 Tete TTC Table 7: 10+1 year Curriculum Intake YEAR INTAKE Single Stream for English Language Trainees (UT) 2013 M F MF 2014 200 15 15 30 2015 200 14 16 30 2016 200 15 15 30 2017 200 13 17 30 2918 200 14 16 30 Source: (DPFP) 200 16 14 30 ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 16

©Njirazafa (2012) Table 1 illustrates that Primary school 5.0 DISCUSSIONS English language teachers began to & RESULTS be trained from 1996 to 2018. The system of education started training teachers with Grade 10+1. The national interest was based on social, scientific and cultural development. From 1996 the Government invested in training Teachers of English language in some training Centres in the country. Teachers of English Language had been trained in the course of 10+1, 10+2 and 10+3, but eventually 12+3 new curriculum 2018 is not offering the training for teachers of English language in the country. Table 2 shows participants attended the interviews, two Heads of departments in the department of Teacher Training and Directorate of inspection. However, two Heads of the two Institutes Chitima and Tete Teacher Training Centres and two Deputy Head teachers from both Training Centres. Two trainers from Chitima and two from Tete Teacher Training Centres. 40 trainees from Chitima and 40 from Tete Teacher in total 80 trainees were involved in the interviews and 25 parents were interviewed. Resulted in118 participants were involved in the interview. Tables (3, 4, and 5) represent the catchment areas of the three Teacher Training Centre in Tete Province namely. Chitima TTC, Tete TTC and Angonia TTC, Chitima TTC is situated in the South West of the Province 145Km from Tete City, Tete TTC is situated in the city of the same name 3Km from City Centre and Angonia TTC 210 Km from Tete City to the North. All the 13 districts in the Province were covered during the distribution of teacher recruitment process as the Service of Education Juvenile and Technology is concerned in the process of recruitment. Table 6 shows the six intake at Chitima Teacher Training Centre, there are four streams (T), the Male and Female trainees in each stream from 2013 to 2018 fol- lowing the 10+3years curriculum. The Cabinet Ministers approved this curriculum in 2012 and then it came in force in 2013. In this curriculum, trainees were trained to teach at Primary school level from grade 1 -7. It was in this curriculum 10+3 English language was introduced to all trainees and this lead to 100%. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 1717

©Njirazafa (2012) The trainees stayed two years at the Centre and one year at teaching practical. All trainees joining the 10+3 Curriculum were all trained to teach English language leading to improvement in English language in the country. Each in- take of 80 trainees, 50:50, that is, 40 Male trainees and 40 Female trainees. If in a year, 80 teachers were trained therefore from 2013 to 2018 therefore, six years’ time. (80×6Y = 480) (Y stands for Year) Therefore, from 2013-2018, 480 trainees were trained at Chitima Teacher Training Centre. Table 7 shows the six intake at Tete Teacher Training Centre, Single stream (UT) the Male and Female trainees in the stream from 2013 to 2018 following the 10+1 Year curriculum. It had 200 trainee’s intake 50:50 that is, 100 Males and 100 fe- males. There were 15 streams but one single stream of 30 trainees were trained as English Language Teachers. This showed that out of [200-30=170] 200×30÷100=60%. Therefore, in a year 30 trainees were trained as English Lan- guage Teachers. Then 2013-2018, 6 Years (30×6Y = 180) (Y stands for Year) trainees were trained as English Language Teachers in six years’ time. Therefore, curriculum 10+3Y: 80×6Y=480 =100% while curriculum 10+1Y: 30×6Y=180= 60%. Therefore, in six years’, time [180+480=660] English Language Teachers were ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 18

©Njirazafa (2012) In relation to Table 6 and 7, the numbers of intake 6.1 RESULTS from 2013-2018 show differences in intake and in training of English Language Teachers. In ta- ble 6 only 80 trainees are recruited and all were trained in English Language as English teachers leading to 100% while in ta- ble 7, 200 trainees were recruited and only 30 trainees were trained as English teachers leading to 60%. Looking at the two curricula show that there are retarding process in the process of training English language teachers. In table 6, in a year 80 English language teachers, looking at table 3, in simple calculations 5 districts, therefore, ( 80÷5=16) teachers, these 16 teachers cannot cater the necessity of English teachers in Primary schools for the five districts if all were to be recruited for the same catchment area. In Table 4, in simple calculations 30 English language teachers were graduated from Tete Teacher Training Centre. (30÷5=6) these 6 teachers cannot cater the necessity of English language teachers in Primary schools for the five districts if all were to be recruited for the same catchment area. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 1919

©Njirazafa (2012) 7.0 CONCLUSION AND RECOMMENDATION The research findings underscore the importance of training teachers of English in the teacher training Centres in the country since it has various benefits to the nations in boosting development of the country. After identifying the problem that guided the present analysis and before a work whose prologue was to as- sess the literature related to the theme, going through a field research that privi- leged a direct contact with the people affected by abolish and a subsequent thorough analysis of the data collected. It is through interviews conducted that show abolish of English language will have a negative impact to development in the country. The problem under study could be prevented if the ministry consulted public before the decisions made. Whatever, the literature consulted in this article reviews that language is easily learned when young. It is at this proof that English in Mozambique was supposed to begin taught in grade one, as the pupil reaches grade 7 is able to express in English language. As suggest- ed by psycholinguists the earlier you learn the language the earlier you comprehend it. In short, learning foreign language is a crucial task in education settings however, investing in learning languages is an upload in development of every country in the world. The intro- duction of many official languages in a country is a catalyst to development hence the nation has no barrier in their business. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 20

©Njirazafa (2012) 7.1 RECOMMENDATION The article recommends that Mozambique should return to the previous language policy, which was UNESCO compliant, and that adequate and enabling re- sources channelled to improving the teaching and learning of English as a sub- ject. Resources should also be injected into the professional development of teachers in order to train them effectively handle English as a medium of teach- ing and learning from Grade 3 onwards. Among several aspects of the phenomenon teacher-parents through the school chairperson under the directive of the Provincial Department of Education, can loop hock the decisions made. However, the ministry through its partners has to review the new curriculum and possibly revert the decisions. Meanwhile, the rea- sons for abolish are not publicly known, if the reasons acclaim financial problems it is better to sit with international donors in the area of education. It is the rights of students to learn other languages as their second language as to other coun- tries do in learning other languages. In order to avoid complaints from the public it is better for the Government to review the matter. Similarly, the duty of the Government is to provide its citizens with quality educa- tion, stated in the constitution of the Republic of Mozambique. It is better the Government invest in the training of English language teachers in all the training Centres in the country and introduce the teaching of English from grade 1 in the country to revert current situation in the country. It is better to put into practice whatever comes to hinder the process of teaching and learning in the country ra- ther than rushing to negative aspects of abolish. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 2121

©Njirazafa (2012) Visiting trade fair on graduation day Chitima TTC Trade fair on Graduation day. Graduation Ceremony of Primary Teachers at Chitima TTC ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 22

©Njirazafa (2012) 7.1 REFERENCES Bamford, K.W., & Mizokawa, D.T. (1991). Additive-bilingual (immersion) edu- cation: Cognitive and language development. Language Learning, 41, 413- 429. Bastian, T.R. (1980). \"An investigation into the effects of second language learning on achievement in English.\" (pp. 6176-6177). DA, 40, 12-A, Pt 1. Boise, ID: University of Idaho. Bialystok, E.; Craik, F.; Klein, R.; and M. Viswanathan, “Bilingualism, Aging, and Cognitive BRECHT, R.D., & RIVERS, W.P. Control: Evidence From the Simon Task,” Psychology and Aging, vol. 19 no. 2, 2004, pp. 290-333. Center for Applied Linguistics (2004): Why, How, and When Should My Child Learn a Second Language? <http://www.cal.org/resources/pubs/ whyhowwhen_brochure.pdf> CHOMSKY, N. knowledge of language: its nature, origins and use, Praeger New York, 1986 Cohen, L. Manion L. & Morrison, K. Research Methods in Education, Routledge: New York, 2011. Cummins, J. (1981). \"The Role of Primary Language Development in Promoting ED278260. <http://www.stanford.edu/~hakuta/ Publications/> Educational Success for Language Minority Stu- dents.\" In Schooling and Language Curtain, H. A. & Pesola, C. A. (1988). \"Languages and children—making the match.\" Reading, MA: Addison-Wesley Publishing Company Eddy, P.A. (1981). The Effect of Foreign Language Study in High School on Verbal Ability as Measured by the Scholastic Aptitude Test: Verbal Final Re- port (Washington, DC: Curtain, H. A. (1990). Eric Digest: Foreign Language Learning: An Early Start http://www.cal.org/resources/archive/digest/1990early.html ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 2323

©Njirazafa (2012) Hakuta, K. (1986). Cognitive Development of Bilingual Children. Los Angeles: http://uis.unesco.org/en/news/unesco-survey-world-languages- launched https://documents.worldbank.org/en/publication/documents - reports/documentdetail/750811468062955532/education -reform-in- mozambique-lessons-and-challenges https://www.unicef.org/mozambique/en/education https://www.usaid.gov/mozambique/education Kopland et.al, Educational research: Planning, conducting and evaluating qualitative and quantitative research. Second Ed. New Jersey: Pearson, 2005. Lambert, Wallace E. and Otto Kleinberg. (1967) Children’s Views of Foreign People. New York: Appleton-Century-Crofts. Ministry of education and culture, Government of Mozambique, Ma- puto, Mozambique, 2000. Mosha, H. New directions in teacher education for quality improve- ment in Africa. Papers in Education and Development, 24, 23-28, 2004. Simon, P. (1980). The tongue-tied American. Confronting the foreign language crisis. New York: Continuum Publishing Corporation. ABOLISHMENT OF TRAINING PRIMARY ENGLISH LANGUAGE TEACHERS IN TEACHERS’ SCHOOLS OF MOZAMBIQUE 24

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