Teacher training in bilingual education and the implications of using monolingual methodologies: strategies for improving pedagogical practices at Cunheia primary school, Mocuba district, Zambézia
DOI:
https://doi.org/10.18364/rc.2025n68.1443Keywords:
Bilingual education, teacher training, monolingual methodologiesAbstract
This study analyzed the training of in-service teachers in bilingual education and the implications of using monolingual methodologies in Mozambican primary schools, focusing on Cunheia Primary School, Mocuba. The research used questionnaires and classroom observations to identify pedagogical practices and challenges faced by teachers. The results indicate that the lack of specific training in bilingual education leads teachers to adopt monolingual methods, exacerbated by the lack of adequate teaching resources. The hypotheses were confirmed, highlighting the need for continuous training and bilingual teaching materials. It is concluded that the success of bilingual education depends on improving teacher training and pedagogical support.
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Copyright (c) 2025 Brain Daniel Tachiua, Paulo Vasco Chacanza, Anastácio Joaquim Nhambau
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