ISCED OPEN UNIVERSITY (UnISCED)

Faculty of Education Sciences

Bachelor's Degree in History Teaching

The Main Challenges Affecting English Language Learning in Mozambique: A Study on

Linguistic and Pedagogical Factors

Gressi Cacia Benassi: 61240324

Tete, May 2024

 ISCED OPEN UNIVERSITY (UnISCED)

Faculty of Education Sciences

Bachelor's Degree in History Teaching

The Main Challenges Affecting English Language Learning in Mozambique: A Study on

Linguistic and Pedagogical Factors

Fieldwork to be submitted to the Coordination of

the Degree Course in History Teaching at
UnISCED.

Tutor: Wiseman Wanna

Gressi Cacia Benassi: 61240324

Tete, May 2024

Index
Introduction ........................................................................................................................................... 3

Methodology.......................................................................................................................................... 3

Work Objectives .................................................................................................................................... 3

General Objective .............................................................................................................................. 3

Specific Objectives ............................................................................................................................ 3

The Main Challenges Affecting English Language Learning in Mozambique: A Study on ........... 5

Difficulties faced in teaching the English language in Mozambique ............................................ 6

Conclusion ............................................................................................................................................. 7

Bibliographic references ....................................................................................................................... 8

 3

Introduction
This work addresses the main challenges that affect the learning of the English language in
Mozambique: A Study on Linguistic and Pedagogical Factors and aims to show the difficulties
encountered by teachers in applying the appropriate content combined with the lack of support
and teaching materials and due to lack of adequate training.

The English language has become one of the most used languages today across the world. After
all, just a few years ago, the study of languages was not given due value, which caused a
multitude of problems that are faced today in Mozambique, one of which is the lack of
qualifications of teachers in the area.

Methodology
According to Gil, (2002), the bibliographic technique is developed based on already prepared
material consisting mainly of books and scientific articles. And for the theoretical support of this
work, we used different manuals and scientific articles that address the content under treatment.

Work Objectives

General Objective
 Know the main linguistic challenges faced by Mozambican students when learning the
English language, considering phonetic, phonological, morphological, syntactic and
semantic aspects.

Specific Objectives
 Identify the main linguistic challenges faced by Mozambican students when learning the
English language, considering phonetic, phonological, morphological, syntactic and
semantic aspects;
 Investigate the impact of linguistic and educational policies on English language learning
in Mozambique, analyzing curricular guidelines, implementation strategies and the results
obtained;
 4

 Propose pedagogical, linguistic and socioeconomic recommendations and strategies to

improve the teaching and learning of the English language in Mozambique, aiming to
overcome the identified challenges and promote quality linguistic education.
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The Main Challenges Affecting English Language Learning in Mozambique: A Study on

Linguistic and Pedagogical Factors

The English language is complex although it is a universal language, the English language is the
only language that is spoken more by non-natives than by natives themselves. The English
language is universal, and every day it is stealing space on store signs, on imported goods, and on
social networks, generating an irreducible insecurity in educators when applying the content.

Speaking English also favors the possibilities of studying abroad, increasing the number of
academic opportunities for students. The importance of the English language is also justified by
the fact that learning a new language is a beneficial tool for personal development. Several
studies show, for example, that learning a foreign language favors brain activity, memory,
decision-making capacity and multitasking ability.

In our country, the English language is a major challenge in all secondary education cycles,
which contributes to poor learning in this language.

Students are not fully motivated to learn the English language and prefer to learn languages other
than English.

According to Leffa (2011, 18-23), there are three main reasons, namely: a) the government that
does not invest, the student who is not even concerned and the teacher who is unprepared.

Siqueira (2005) explains that English language teachers are detectors of expressive knowledge
for the expansion of a language that is decisive for the development of current societies. To this
end, one responsible for consolidating English dominance as a world language.

Historical factors, related to local communities and related to tradition, contribute directly to the
inclusion of the English language and other foreign languages in school contexts so that they can
be worked on according to the realities in which schools are located. These factors also provide
opportunities for the English language to be worked on in a socio-interactional way, taking into
account the external factors that surround the school environment.

We can see that a language teacher, when he graduates in Literature, when looking for a
continuation or specialization, or a postgraduate course, has no direction to take other than a
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second degree, which takes him away from his focus, or adheres to pedagogy, or a management
area when you don't have to look for a course at an English school for fluency, this then raises
some questions that will be raised below.

Pimenta, Moreira and Reedijk (2016, p. 33) highlight:

[...] talking about teaching the English language in a country whose education is
generally unsatisfactory requires a bit of sensitivity and patience, since the
problem does not only arise from the historical-cultural complications surrounding
the topic in question, but also from government problems. For a long time, English
classes have not been adequately valued by students, schools, nor by the
government and teachers from other areas of education.

Difficulties faced in teaching the English language in Mozambique

The teaching and learning of the English language has been a challenge in public schools in
primary education, as students question whether, in particular, why they should study an English
language. In this context, it is possible to think that for a Foreign Language to be included in the
curriculum, social and historical factors are taken into account.

In Mozambique, students have the right to study the English language from primary school
onwards, but the weakness of this teaching is notorious in many schools, the language is not seen
as one of the important factors in student training.

Learning an English language contributes to a more mature reflection of the student as a human
being and critical citizen, who thinks and actively participates in developing and formulating new
ideas and factors responsibly.

Marzari and Badke (2013, p. 2) comment on the benefits gained from learning English Linga:

[...] learning a FL allows us to interact with people from different cultures and
beliefs, with different ways of thinking and acting. In view of this, the FL subject
should not be offered in schools just because it is a requirement from the Ministry
of Education; The teaching of English as a Foreign Language should not be seen
as a mere formality of school curricula, since this language contributes to the full
training of the individual who masters it.
In Mozambique, to overcome the challenges of learning the English language, it is necessary to
invest in the training of teachers who will teach students in all public schools as well as private
schools.
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Conclusion
The language has become a challenge for all students except those with minimal knowledge and
who are on a border with an English-speaking country. Students are not fully motivated to learn
the English language and prefer to learn languages other than English.

Learning an English language contributes to a more mature reflection of the student as a human
being and critical citizen, who thinks and actively participates in developing and formulating new
ideas and factors with responsibility and in this way

In the process of teaching and learning in the English language, the country must make an
investment in training staff with the capacity to teach in schools to overcome the challenges
currently faced.
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Bibliographic references
FRAGOSO, C. I'm terrible at English: everything you need to know to boost your learning for
good. 1.ed. Rio de Janeiro: Harper Collins, 2018.

MENDES, M. S. Motivation in high school: guiding students towards achievement goals. 1.ed.
Curitiba- PR: Appris, 2017.

MILLER, I. K. de. Language teacher training: from disability to reflection and ethics. In: MOITA
LOPES, L. P (Org.). Applied linguistics in recent modernity. 1st ed. São Paulo: Parabola
Editorial, 2013.

LEFFA, VILSON J. (org) The Foreign Language Teacher – Building the Profession. Pelotas:
Educat, 2001.