Sarita Monjane Henriksen

Ph.d.-stipendiat

Kontaktinformation RUC
Hus 03.2.5
Roskilde Universitetscenter
Potboks 260
4000 Roskilde
Tlf.nr. 4674

E-mail: sarita@ruc.dk

 

Ph.D Project and Major Research Areas

In my ambitious 3-year (2007-2010) Ph.D Project, I intend to bridge the gap between a language attitudes survey, in a primary school, and a language in education policy for the Mozambican multilingual education scenario. As such, my major research areas are: Bilingualism, Multilingualism, Mother Tongue Medium Instruction, National Identity and Language in Education Planning & Policy. (See  Abstract below).

PhD Courses and related Activities (Sept 07-Apr 08)

The 17^th Sociolinguistics Symposium – Vrije University, Amsterdam, April 2008

The British Council Conference, “Language Learning in a Multilingual Europe” – Berlin, February 2008

The Philosophy of Educational Research – Danish University of Education, December 2007

Language Policy in Denmark – Copenhagen Business School, December 2007

Second NLVN Symposium and PhD Course, “Dialogue Between Paradigms” – University of Copenhagen – October 2008

Methodology in Linguistic Research –Graduate School East in Linguistics – Copenhagen, September 2007

Education & Qualifications

I hold a Masters Degree in Linguistics in Education, awarded by St Mary’s University College (University of Surrey), Twickenham, England (1995). I also have both an Honours and a BA Degree in TEFL (Teaching English as a Foreign Language), awarded by Universidade Pedagógica in Maputo. My academic experience includes, among other short courses on TEFL, participation at a Summer Institute for English Language Professionals, held at the University of Delaware in the USA.

Professional Experience

My professional experience ranges from teaching, organizational management, to translation and interpretation work.

Throughout 1995 to 2007, I have been teaching Study Skills, Sociolinguistics & Psycholinguistics at the English Department of the Language Faculty (Universidade Pedagógica), in Maputo. Additional duties included supervising students BA and Licenciatura course work, among others.

I have also worked as a Language Teacher, at the following institutions in Maputo:

1.      Instituto Superior de Relações Internacionais (ISRI) - English for Diplomacy and International Relations

2.      Instituto Superior Politécnico Universitário (ISPU) - English for Specific Purposes (ESP) (English for Business Administration, Tourism, and Psychology)

3.      Instituto Superior de Ciência e Tecnologia (ISCTEM) - English for Specific Purposes (ESP) (English for Pharmacy and Dental Medicine)

Management

I was, in the period 2004-2007, Head of the English Department of the Language Faculty at Universidade Pedagógica …

From 1997-2007, I also worked as the Country Representative of the US Library of Congress …

Translation & Interpretation

I have been working, from 1997 to date as a Sworn Translator and Conference Interpreter (Portuguese-English). Some of my main clients have included: UNDP, UNFPA, The Royal Danish Embassy (DANIDA), Mellemfolkelig Samvirke (MS), KEPA, the Mozambican Ministry of Education, Ministry of Health, Ministry of Finance, etc.

Affiliation

Member of the AILA Research Network on Language Policy

Member of CALPIU – Cultural and Linguistic Practices in the International University

Member of the Mozambican Coalition for Economic Justice 

Project Title: Language Attitudes in a Primary School: A Bottom-Up Approach to Language in Education Policy in Mozambique

Background

The new Mozambican rural school is characterised by the co-existence between the Portuguese Language, the indigenous vernacular languages, and the English Language. In 1975, at the time of the country's independence from the colonial power, Portuguese was introduced as the only language of instruction. However, in 1993, on grounds of the discourse on Linguistic Human Rights and Mother Tongue Medium Instruction, a pilot bilingual education project (the simultaneous teaching of Portuguese and one of the Vernacular Languages) was introduced in a number of rural schools in the country. A few years later, the English Language, which had previously been taught from Grade 8 onwards, was introduced in Grade 6, justified, among other reasons, by the recognition of its key importance in the region, as the official language in the majority of Southern African countries.

Although, the education system allows and recognises the use of the above-mentioned languages, it appears that there is no official language policy in the Republic of Mozambique. The Constitution simply says that in the Republic of Mozambique Portuguese is the official language and we should value the national vernacular languages. 

Objective
The first objective of the study is to find out about the attitudes of pupils, teachers and school administrators at a primary school, as well as the perceptions of other stakeholders (linguists, education planners) with a view to get a general idea about how people feel in relation to the various languages that co-exist in the Mozambican school.

The second objective is to develop an optimal bottom-up approach to language in education policy for the Mozambican contexThe second objective is to develop an optimal bottom-up approach to language in education policy for the Mozambican contex

Research Questions

1.      What are the attitudes to the indigenous vernacular, Portuguese, English and French languages?

2.      Are such attitudes equally shared/distributed among different social/regional groups (urban/rural)?

3.      What do these attitudes tell us about society’s preference concerning the languages of Education?

4.      How can these attitudes guide us towards an optimal language in education policy?

Methodology

Data will be collected by means of: Literature review, interviews, and questionnaires.