The “Access Paradox” in Bilingual Education in Cabo Verde

Abstract

[Abstract] In this article we look at the introduction of a bilingual Cabo Verdean Language (CVL)/Portuguese education programme in two primary schools in Cabo Verde and explore the reasons for ongoing resistance to the widespread introduction of CVL as a medium of instruction in schools. We draw on qualitative data based on interviews with key stakeholders (teachers, activists, and politicians) to examine the language ideologies that appear in their discourses. We conclude that while bilingual education seeks to resolve the “access paradox” (i.e. developing education models where children are not forced to choose between community languages or global languages) a monolingual ideology is present in the discourse of participants, particularly in the discourse from the political sector. We argue that one of the main hindrances to the adoption of bilingual, L1-based education in Cabo Verde, is the uncritical approach to standard language ideologies, as demonstrated by many of the views expressed in our study. We identify teacher training for bilingual education as an important step in making meaningful changes in education and note that what is currently missing is policy building based on academic research, which would include a consistent and formal implementation of bilingual education across the country, teacher support and training, and a clear discussion and negotiation of this model with families and local communities.