[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594012-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594012-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","entangled-in-two-romance-languages-experiencing-language-barriers-in-higher-education","Entangled in two Romance languages - Experiencing language barriers in higher education","","Since 2002, multilingual and multicultural staff entering Angola’s higher education has intensified classroom language challenges. This paper examines barriers faced by Spanish-speaking lecturers when teaching Portuguese-speaking students. A study of 81 first-year students at Pedagogic School of Namibe and Institute of Higher Education Gregorio Semedo uses questionnaires and observation to show how Spanish affects efficient teaching and learning. It also documents student strategies to understand explanations and recommends language policy measures, including prior Portuguese training for Spanish lecturers to reduce barriers and support meaningful learning.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/entangled-in-two-romance-languages-experiencing-language-barriers-in-higher-education/594012/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/entangled-in-two-romance-languages-experiencing-language-barriers-in-higher-education/594012.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What classroom language barrier does the paper investigate?","Question",{"text":62,"@type":63},"The paper investigates language barriers that occur when Spanish-speaking lecturers teach Portuguese-speaking students in Angolan higher education classrooms.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the study conducted?",{"text":67,"@type":63},"The study used questionnaires and observation techniques with 81 first-year students from Namibe and Gregorio Semedo institutions.",{"name":69,"@type":60,"acceptedAnswer":70},"What strategies do students use to cope with the barrier?",{"text":71,"@type":63},"Students use strategies such as asking help from peers and recording lectures to better comprehend lecturers’ explanations.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594012,1792191357,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| |  |\n| --- | --- |\n| Australian Journal ofApplied Linguistics, 4 (2), 60–74 (2021) [https://doi.org/10.29140/ajal.v4n2.508](https://doi.org/10.29140/ajal.v4n2.508) |  |\n| Entangled in two Romance languages: Experiencing language barriers in higher education | |\n| DINIS FERNANDO DA COSTA\u003Cbr>Instituto Superior Politécnico Gregório Semedo, ANGOLA [dinis.costa@igs.ed.ao](dinis.costa@igs.ed.ao) |  |\n| Abstract\u003Cbr>Since 2002, which marks the end of the Civil War in Angola, a large multilingual and multicultural workforce from various corners of the world has entered the Angolan education system. This paper investigates language barriers experienced in the classroom of Spanish speaking lecturers by Portuguese speaking students. The study focuses on a group of 81 first year students enrolled at the Pedagogic School of Namibe (Universidade Mandume Ya Ndemufayo) and the Institute of Higher Education Gregorio Semedo. Using questionnaires and observation techniques, the article showshow Spanish poses a language barrier to efficient communication in the teaching-learning process. It also shows that students employ various strategies; from asking help from fellow colleagues to recording lectures, in order to comprehend the lecturers’ explanation. Given that the Angolan higher education system hosts a great number of foreign lecturers, largely from Cuba, the paper recommends that restricted language measures should be employed when hiring foreign lecturers who are not proficient in Portuguese. Hence Portuguese language training should be provided to Spanish lecturers for at least one year prior to the commencement of lecturing; this intervention will lower language barriers and thus create a conducive environment for meaningful learning.\u003Cbr>Keywords: language barriers, teaching-learning, Spanish, Portuguese, Angola |  |\n| Introduction\u003Cbr>Angola gained independence from the then Portuguese colonial master in 1975 . At that time, the education system was on the brink of total collapse, thanks to the poor educational policies employed by the regime. This system resulted in the production of millions of illiterate shoemakers, washermen / women, and domestic workers. This was to the detriment of the indigenous people and in favour of the white Portuguese teachers, doctors, engineers, etc. (for further insight on the issue read Zamparoni, 1999; Thomaz, 2005; Duffy, 1963; Isaacman & Isaacman, 1983; Newitt, 1981; Ferreira |  |\n\nCopyright: © 2021 Dinis Fernando da Costa. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4. 0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \n& Davidson, 1974) .  \nThe situation forced the Angolan government to ask for assistance from Cuba and Cuba, in response, sent “advisors to the Angolan ministry of education where teaching curricula, lesson contents and pedagogical concepts were drawn up based on Cuban models” (Hatzky, 2008, p.162) . In fact, according to Hatzky (2012) Cuba’s largest educational mission in Africa, ever, was in Angola. The scholar further deems that altogether about 10,000 Cubans from various fields of education carried out their internationalist duties between 1976 and 1991 .  \nThe choice of bringing in Cubans was not exclusively driven to close the skills shortage gap left by the Portuguese colonial regime. On the contrary, it was also due to the prosperous “record of Cuban education system is outstanding: universal school enrolment and attendance; nearly universal adult literacy […]; a strong scientific training; consistent pedagogical quality”(Gasperini, 2000, p.1) . This was vital in order to revitalize the precarious Angolan education system as a whole.  \nThere are currently 962 Cuban nationals,(the number might even be greater), lecturing in institutions of ","cbCaih62sGJTbTaz","https://ap.wps.com/l/cbCaih62sGJTbTaz","pdf",326946,15,"English","# Abstract\n# Introduction","[{\"question\":\"What classroom language barrier does the paper investigate?\",\"answer\":\"The paper investigates language barriers that occur when Spanish-speaking lecturers teach Portuguese-speaking students in Angolan higher education classrooms.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used questionnaires and observation techniques with 81 first-year students from Namibe and Gregorio Semedo institutions.\"},{\"question\":\"What strategies do students use to cope with the barrier?\",\"answer\":\"Students use strategies such as asking help from peers and recording lectures to better comprehend lecturers’ explanations.\"}]","Entangled in two Romance languages - Experiencing language barriers in higher education | PDF",1792078370,38]