Paper short abstract:

This paper aims to contribute to understanding what is the present role of the Portuguese language in different regions of Angola. Besides being the official language of the country, it is mother tongue for a considerable number of speakers, but it is second language for most of the population.

Paper long abstract:

Portuguese in Angola

The Portuguese arrive in Angola with the colonization of the territory that is today Angola,

in the late fifteenth century, 1482. With the landing of the first navigators at the mouth of the Congo, a political scenario of the colonization of the current Angolan territory, which by the way, came to be extended until the middle of the twentieth century, therefore, 1975.

Since Portuguese was the language of colonization, there were policies in their teaching and consequent expansion, giving rise to the process of regression of Angolan African languages, with a view to cultural and linguistic assimilation of everything that was Portuguese (language, politics and culture) and the de-assimilation of African cultures of Angola, creating the status of "assimilated" for those who whoever adhered to the Portuguese language and culture and denied his African identity. The people came to have the status of assimilated, consequently enjoyed some benefits with its new status.

The inherited burden of colonization (assimilation of Portuguese and de-assimilation of

languages of Angola, mostly bantu), is still visible, as a result of the Portuguese even with the independence of Angola, have seen their status as a language recognized, on the one hand due to multilingualism and the cultural diversity of Angola, of the other part; because it was the language that had been adopted for centuries. This paper aims to contribute to understanding what is the present role of the Portuguese language in different regions of Angola: L1, L2, L3?

Paper short abstract:

The relation between language and society sets the grounds for a cohesive community. The assimilation of Portuguese, as a second language, by Angolans, has been a slow and difficult process. We want to show in this paper the importance of Contrastive /Differential Linguistics in the teaching of Portuguese in Angola.

Paper long abstract:

The relation between language and civil society is sets the grounds for a cohesive community and a solid notion of national identity. During colonial times and up to present Portuguese is taught as a mother tongue which causes serious methodological problem in its teaching.

When we refer to teaching Portuguese as a second language we must consider the communication needs of the students and not the statistics that refer to the number of speakers who do not know or use a Bantu language. These are not necessarily speakers of Portuguese as a first language for this reason. If such premise can be accepted for certain writing skills, it does not work in the majority of social contexts of our population. In most educational contexts it is better to use a second language methodology even of the official statistics suggest otherwise. In reality, most of the population communicates through a hybrid language, not European Portuguese, but also through a Bantu Language. Such hybridity is intergenerational. It constitutes a communication system based on Portuguese lexicon and Bantu grammar.

Paper short abstract:

Our paper aims at showing how the teaching of lexical and thematic contents has been influenced by the different political and ideological regimes in Angola, notably socialism and democracy. We will work on text textbooks for Lingua Portuguesa in 8th grade.

Paper long abstract:

As a general statement the different States use their ideological structures, namely the political, religious, educational and union-based, as well as the press and other institutions, as a tool for disseminating propaganda and ideological values. Such values are thus meant to frame societies’ world views. Curricular guidelines are hence elaborated having in mind which individuals schools are meant to educate and how to do it under the vision and choices of the dominant class, since it controls or influences all means of ideology creation and dissemination.

According to Althusser (1983:74), "Entre os aparelhos ideológicos do Estado, a escola é o que possui uma estrutura mais engendrada, dispondo de uma quantidade muito grande de tempo de influência sobre os sujeitos."

This paper is therefore based on the hypothesis of school materials being the main instruments for the explicit or implicit spreading of the system’s ideology, in a particular moment and context.

In order to confirm our premise, we will analyze the textbooks mentioned above.

Paper short abstract:

The study carried out addresses the status of Portuguese language in São Tomé and Príncipe with particular focus on the analysis of the factors involved in the teaching and learning process of Portuguese in school context.

Paper long abstract:

This paper addresses the status of Portuguese language in São Tomé and Príncipe with particular focus on school contexts. Linguistic diversity and complexity is a structural feature of African Portuguese-Speaking Countries. From the interaction of the existing Creoles and the Portuguese language in São Tomé and Príncipe, a variety of Portuguese has emerged and become the mother tongue for the majority of Santomean nationals. Such language, predominantly oral and with substantive variation, has a significant impact in the way students learn Portuguese at school and raises deeper issues such as L1 versus L2 teaching methods. With the aim of identifying features characterizing distinct learning environments, we carried out a comparative study between two different school contexts: one in the capital city, the other in a rural area. It focused on two key dimensions: (i) one external to school, concerning the structural status of the Portuguese language in the country and its different socio-geographical contexts; (ii) the other regarding teaching and learning conditions at school. Within this framework, we have sought to understand the representations students have of Santomean Portuguese vis-à-vis European Portuguese and the implications resulting thereafter in their communicative self-esteem. We have also assessed pedagogical guidelines, human resources and available materials, as well as teachers' practices that characterize the scenario where the Portuguese language teaching and learning process takes place. The research method adopted for this study was based on field research with diversified information collection and analysis techniques, namely direct observation, informal conversations, focus groups and document analysis.

Paper short abstract:

An Afrocentric approach in e-Lexicography requires the investment and development of dedicated and accurate linguistic resources targeting African languages, supported by the integration and use of African languages in official, institutional and science communication.

Paper long abstract:

Being current Lexicography mostly focused on the digital, some authors believe that minority languages - poorly funded, with low prestige, and under-resourced - can benefit from the Internet preponderance. Bantu languages, for instance, could greatly benefit from the development of new accessing strategies only possible through digital resources accounting for their complex morphological structure and conjunctive writing.

The observation of the few e-dictionaries available for these languages, however, shows us that the paradigm in e-Lexicography has not yet changed: neither the digital potential is being used for accurately describing the specificities of Bantu languages, nor the information provided is even in comparison with the information provided for European languages.

The importance and relevance of dictionaries for the upholding of minority languages go hand in hand with the communication purposes for which the languages are used and, thus, the goals of these linguistic resources. Dictionaries are more often used in contexts of scientific and technical communication, where accuracy and knowledge are required, rather than in domestic and/or familiar contexts, concerning common and daily activities known to all participants.

And so, an Afrocentric approach in Lexicography requires a change of direction towards the integration and use of African languages in public and private institutions, covering technical information and reaching people from all communities, in schooling and education and in science, which will support the investment and development of dedicated and accurate linguistic resources, specifically targeting and accounting for African languages properties and linguistic strategies.

Paper short abstract:

The Portuguese language in its Brazilian variant received contributions from African linguistic groups. We intend to demonstrate that in the gastronomy of Ceara there are expressions (here culturemas) originating in Africa that contribute to the dialectal development in the State.

Paper long abstract:

The Portuguese language in its Brazilian variant received numerous contributions from African ethnic-linguistic groups. In this work, we intend to demonstrate that in the gastronomy of Ceara there are expressions (here called culturemas) originating in Africa, culturally charged and located in local discourses, which contribute to the dialectal development and diversity in the State. Among the most significant structures are, for example, angu, potato, pirão, etc. In order to base the study theoretically, Luque Nadal (2009) is especially used when affirming that the culturemas originate in the symbols that the speakers of a language know through the learning of their own culture. Here, gastronomy is inserted within the framework of the social and immaterial culture for representing / demonstrating the historical and cultural tradition of a people, since, rather than the expression of the individual palate, it reflects the cultural characteristics that guide the choices of individuals. Methodologically, it operates with the organization of an inventory of culturemas of African origin that currently characterize the gastronomy of Ceara and the contributions of these to the Portuguese language, in the form of idiomatic expressions and phraseological units. As a result, the intense relationship between language and culture is demonstrated for the formation of the linguistic and cultural identity of the people of Ceara.

Paper short abstract:

Name-giving implies defining the personality or identity of someone. Our first name may originate in historical, biblical or modern sources. Forenames in Angola are connected to the history of the country, family contexts and language co-existence.

Paper long abstract:

The term anthroponimy is formed by anthropos, meaning man, and nymia, meaning name. it corresponds literally to the expression “name of man”. In a general sense it also means the treaty of first names, given names, surnames.

Angolan Anthroponomy is strongly connected to the Portuguese counterpart. Such influence started from the beginning of colonization, with the support of evangelization which was a practice that started with the Portuguese presence (Costa, Teresa, 2013:41). Forenames in Angola are given according to circumstances that involve family, societal factors, the history of the country, globalization, and also economy. Teresa Costa (2013:41) says: "[...] em Angola, quase todos os nomes tradicionais têm um significado e estes são postos em harmonia com certas circunstâncias ocorridas antes, durante ou depois do nascimento da criança e que tais circunstâncias têm a ver com a família ou até com a sociedade em que a criança nasce e vive".

Names should be selected according to each reality and culture. In this paper we will elaborate on this topic focusing in the case of Angola and particularly in Luanda. Our main objective is to understand situations and the contexts of name-giving.

Paper short abstract:

This paper has as its main objective to present a sociolinguistic study on the variation of the imperative in its indicative and subjunctive forms, through the analysis of tests produced by Angolan teachers from Escola de Formação de Professores Ferraz Bomboco, in Huambo.

Paper long abstract:

This paper has as its main objective to present a sociolinguistic study on the variation of the imperative in its indicative and subjunctive forms, through the analysis of tests produced by Angolan teachers from Escola de Formação de Professores Ferraz Bomboco, in Huambo.

We aim this way at showing the treatment forms that occur in the mode imperative, based on research that was conducted for the study of brazilian portuguese (SCHERRE et al., 1996-2007). Our hypothesis is that the imperative in it subjunctive form is more frequently present in written texts of a non-dialogic nature, which is the case of school tests, since they are controlled and addressed to adult students, hence delivered in a more formal context. As a theoretical and methodological support, we followed a sociolinguistic and Labovian perspective (SILVA & OSÓRIO, 2008), as to observe and understand language use through (extra)-linguistic factors that might impact the variation of the imperative in its indicative and subjunctive forms. As a methodological tool, we used the statistic program Goldvarb X for the quantitative analysis of data. The results show that the imperative in its subjunctive form is often present in the Portuguese Language and Entrepreneurship tests, with relative values of .311 and .328, and with derivative value in its indicative form.

Paper short abstract:

This study aims to analyze the use of conjunctions in the text production argumentative students of the Pedagogical School of Lunda Norte, Organic Unit assigned to the University Lueji A'Nkonde, IV Region Angola Academic.

Paper long abstract:

This study aims to analyze the use of conjunctions in the text production argumentative students of the Pedagogical School of Lunda Norte, Organic Unit assigned to the University Lueji A'Nkonde, IV Region Angola Academic. It is, however, a bibliographical and documentary research. Literature search, in that it serves many authors for theoretical reasons, among which stand out Matthew et al. (2003), and Cintra Cunha (2005) and Halliday and Hasan (1976) and Koch (2007). E documentary, as the corpus consists of 20 student argumentative texts. However, it is the qualitative and quantitative data analysis. The qualitative analysis focuses on the appropriate or inappropriate use of conjunctions. The quantitative analysis focuses on the amount of conjunctions occurred in each textual production. However, according to the results, participants reveal difficulties in the use of conjunctions in terms of both quantity and the quality level of the text to relate ideas in the text.

Paper short abstract:

This paper aims at describing how Angolan writer Manuel Rui Monteiro uses popular language and metaphors in order to adapt Portuguese language to local reality.

Paper long abstract:

The present paper aims at describing how Angolan writer Manuel Rui Monteiro uses popular language and metaphors in order to adapt Portuguese language to local reality. Metaphor emerges as a form of affirmation of Angolan linguistic identity, as he uses in the Quem me dera ser onda syntactic and semantic (de)constructions under current sociocultural characteristics in his country whilst adding bantu expressions as well as innovative analogies.