INSTITUTE OF HIGHER EDUCATION IN DISTANCE LEARNING
Faculty of Education Sciences
Bachelor's Degree Program in History Teaching
RELEVANCE OF THE ENGLISH LANGUAGE IN HISTORY EDUCATION
Camila Carlota António Cumbe
Maxixe, May 2023
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INSTITUTE OF HIGHER EDUCATION IN DISTANCE LEARNING
Faculty of Education Sciences
Bachelor's Degree Program in History Teaching
RELEVANCE OF THE ENGLISH LANGUAGE IN HISTORY EDUCATION
Fieldwork Assignment to be submitted to
the Coordination of the Bachelor's Degree
Program in History Teaching at
UnISCED.
Tutor: Msc. Andrew Bandawa
Camila Carlota António Cumbe
Maxixe, May 2023
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Índice
0. Introduction ............................................................................................................................. 4
0.1. Objectives ............................................................................................................................. 4
0.2. General ................................................................................................................................. 4
0.3. Specific ................................................................................................................................. 4
0.4. Methodology ........................................................................................................................ 4
Chapter I: ..................................................................................................................................... 5
1.1. The importance of the English language for job search in Mozambique. ............................ 5
Chapter II: ................................................................................................................................... 6
2.1. How to improve the teaching and learning of the English language in Mozambique ......... 6
Chapter III: .................................................................................................................................. 8
3.1. The Importance of the English Language for History Students ........................................... 8
IV. Conclusion .......................................................................................................................... 10
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0. Introduction
This work emerges from the guidance of the teacher who teaches the English course, with
studies that analyze the relationship between language and education showing that students
achieve better pedagogical results if teaching is conducted in their mother tongue or the language
they master best. In Mozambique, the Portuguese language is not widely known by the population,
despite being the official language and spoken throughout the national territory. Therefore, the
introduction of Mozambican languages in education makes complete sense. The use of
Mozambican languages in education is not only seen from a linguistic pedagogical perspective but
also as a right of children and adults to learn in their mother tongue. Languages are also a factor
in the expression, preservation, and maintenance of cultural and ethnic identities.
0.1. Objectives
0.2. General
To understand the relevance of the English language in history education.
0.3. Specific
✓ Describe the importance of the English language for job search in Mozambique;
✓ Explain the teaching and learning of the English language in Mozambique;
✓ The importance of the English language for history students.
0.4. Methodology
To materialize this work, the bibliographic method was used based on the reading and
interpretation of various works, articles, and magazines consulted on the internet. The consulted
bibliography is reliable, as it is truthfully mentioned on the last page of this work.
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Chapter I:
1.1. The importance of the English language for job search in Mozambique.
The internationalization of English is moving towards an esperantization or even a global
language (Crystal, 2003), which means that, due to its involvement in the world economy, it is
sought after and learned by everyone, thus becoming a lingua franca. The difference with
Esperanto lies in the fact that English is a natural language, as advocated by Lyons (1987, p. 34).
Let us understand a natural language as any language developed naturally by human beings in an
unplanned manner. A natural language is characterized by flexibility, adaptability, arbitrariness,
productivity, heterogeneity, and possessing a double.
Proficiency in the English language can play a crucial role in acquiring employment in
Mozambique. English is widely recognized as the global lingua franca for business, diplomacy,
and technology, and is often a mandatory requirement for many companies and international
organizations. As Mozambique is a developing country and has a growing number of foreign
investors, job applicants who are proficient in English are more likely to secure employment
opportunities in these organizations, especially in the fields of finance, tourism, and technology.
The English language is widely considered a global and international language, being one
of the primary languages used in business, technology, and various other fields. In Mozambique,
in particular, English is widely spoken and is often a requirement for many job positions in
international companies and organizations. Having English language skills can make a candidate
stand out in a competitive job market, opening doors to career opportunities and promoting
professional mobility.
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Chapter II:
2.1. How to improve the teaching and learning of the English language in Mozambique
The teaching and learning of the English language in Mozambique can be improved
through various approaches. According to author Mabasso, teaching can be more effective if
English is treated as a living language, rather than something to be memorized. He suggests that
teaching programs should focus on communicative skills such as conversation, writing, and
reading, rather than just emphasizing grammar and vocabulary.
According to Marantz (2013, p. 63), the difficulty in teaching English in Mozambique is
related to the need for a more efficient pedagogical approach that takes into account the
specificities of the Portuguese language, which is the mother tongue of the majority of
Mozambicans. Therefore, it is necessary to present teaching methods that establish a connection
between Portuguese and English
English teachers in Mozambique should be better trained and equipped to ensure that they
have the skills to teach the language effectively. It is also argued that teachers should have access
to adequate resources, including teaching materials, technologies, and continuous training that
empower them for instruction (same).
The English language is considered one of the most important languages in the world in
terms of global communication, international business, and higher education. However, the
teaching and learning of this language in Mozambique have faced significant challenges. In this
regard, several authors delve into ways to improve the quality of English teaching in the country.
According to Widdowson (2012, p. 03), English teachers in Mozambique need to have a
deeper knowledge of the language itself and the culture behind it. It is important for them to seek
more comprehensive training to meet the demands of teaching a foreign language to students with
different cultural backgrounds.
Kaplan (1997, p. 90) emphasizes that public policies also play a fundamental role in
improving English teaching in Mozambique. Actions such as promoting international exchanges
for teachers and students, English reading incentive programs, investments in infrastructure and
teaching materials, among others, are crucial for the development of the language among the
Mozambican population.
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Thus, it is possible to understand that the improvement of English teaching and learning in
Mozambique requires a series of integrated actions, from the pedagogical enhancement of teachers
to the implementation of public policies capable of encouraging language learning.
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Chapter III:
3.1. The Importance of the English Language for History Students
According to David (1985, p. 22), the English language plays a crucial role in
communication and the exchange of knowledge among historians from different countries. English
is widely recognized as the lingua franca of academia, and therefore, its mastery allows history
students to access a vast range of primary sources, specialized literature, and academic debates.
This is particularly relevant in a globalized context where collaboration and the exchange of ideas
are increasingly valued.
The English language is considered an important tool for history students since many
academic materials and historical primary sources are available only in this language.
Additionally, English is widely used as the lingua franca in the international history community.
The importance of the English language for history students has been widely discussed by
various authors in the field of education and historical research. In this context, some scholars have
highlighted the benefits that English proficiency can bring to historians in their academic training
and research endeavors.
Furthermore, historian Natalie (1983, p. 90) emphasizes that English is essential for critical
reading and interpretation of historical sources in the English language. Many documents, diaries,
letters, and historical records are available only in this language, and a lack of language skills can
pose a significant barrier to research and a deep understanding of certain historical periods or
specific topics.
Robert (2000, p. 54) emphasizes that the English language is fundamental for keeping up
with the latest trends and advancements in the field of history. Many innovative studies and
theories are first published in English, and therefore, knowledge of this language enables history
students to stay updated and engaged in the most relevant disciplinary debates.
Lastly, it is worth mentioning the contribution of Hayden (1973, p. 42), who argues that
proficiency in the English language allows history students to access a wide range of digital
resources, including databases, virtual libraries, and online academic journals. These digital tools
offer quick and easy access to a vast volume of historical information, enabling more
comprehensive and in-depth research.
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In conclusion, the importance of the English language for history students is evident in the
works of various authors. Mastery of this language not only expands access to academic resources
and primary sources but also facilitates active participation in the most current debates and research
in the field of history.
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IV. Conclusion
In conclusion, it has been established that the English language plays a fundamental role
for history students, providing a range of benefits and opportunities. The mastery of English is
essential for communication and the exchange of knowledge among historians from different
countries, as well as for accessing primary sources, specialized literature, and academic debates.
English is recognized as the lingua franca of academia, allowing history students to engage in
international research and collaborations, expanding their historical vision and perspectives.
Furthermore, proficiency in English is crucial for critically reading and interpreting historical
sources available only in this language, enabling a deeper understanding of specific periods and
topics. The importance of English is also reflected in the ability of students to keep up with the
latest trends and advancements in the historical discipline. Many innovative publications and
theories are initially made available in English, and proficiency in this language allows students to
stay updated and actively participate in the most relevant debates in the field.
Moreover, the English language is crucial for exploring digital resources such as databases,
virtual libraries, and online academic journals, which offer quick and easy access to a vast amount
of historical information. This enables students to conduct comprehensive and in-depth research,
enriching their education and contributing to the production of historical knowledge. Therefore,
considering the contributions of the various authors mentioned, it is undeniable that the English
language plays a prominent role for history students. Its mastery offers opportunities for learning,
research, and academic exchange, enabling a more comprehensive education and active
participation in the global historical community.
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V. Bibliography
Marantz, A. G. (2013). O ensino de inglês em Moçambique: desafios e oportunidades. Cadernos
de Pós-Graduação em Letras, 13(2), 47-58.
Widdowson, H. G. (2012). O desafio da formação de professores de inglês em Moçambique.
Revista Brasileira de Linguística Aplicada, 12(1), 117-128.
Kaplan, R. B. (1997). Incentivando o aprendizado da língua inglesa em Moçambique: uma agenda
para políticas públicas. Revista de Política Linguística, 1(1), 34-51.
Lowenthal, David. (1985). O passado é um país estrangeiro. Cambridge University Press.
Davis, Natalie Zemon. (1983). O Retorno de Martin Guerre. Harvard University Press.
DARNTON, Roberto. (2000). O que é a História dos Livros. Editora da Universidade da
Pensilvânia.
Branco, Hayden. (1973). Meta-história: a imaginação histórica na Europa do século XIX. Editora
da Universidade Johns Hopkins
CristaL, D. (2003). English as a global language. 2. ed. Cambridge: CUP.
Lyons, J. (1987). Linguagem e linguística: uma introdução. Trad. Marilda W. Averbug, Clarisse
S. de Souza. Rio de Janeiro: Guanabarra Koogan S.A.
