Impasses in the learning of reading and writing in complex linguistic contexts

Abstract

Our focus is the specificity of the learning of reading and writing for national language speakers taught in the official language of a country. The general objective is to analyze the impacts of historical, political and socio-cultural context in the learning process and the subject's relationship with their mother tongue. To this end, we undertook visits to Angola, where we begin to analyze the situation of childrens with successive failures. From this preliminary study, we selected the subjects, 56 students and teachers linked to primary school in Cacuaco district, Luanda peripheral region of the province. So we undertook a collection focused initial data for three aspects: writing, reading and teacher training. From dealing with these data, it was possible to formulate the following research questions: 1. What are the difficulties in learning to read and write more commonly found in the initial enrollment of subjects inserted in complex linguistic contexts ?; and 2. To what extent is possible to correlate the linguistic complexity of Angola with the successive failures of children during the early years of schooling? Toward answering them, our data will be subject to two types of analysis: quantitative and qualitative. We seek to correlate the production of children with linguistic reality of Angola and build reading and writing courses undertaken by students. Then we can extrapolate principles that shed light on the research on the learning of writing in complex linguistic contexts. (AU)