A Curriculum and Teacher Education Perspective: Communicative Competence in Mozambique

Registration ID: IJNRD_328034

Published ID: IJNRD2608358

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Pedro Jose Cossa, PhD

English language teaching; communicative competence; teacher education; Mozambique; secondary education; curriculum; English as a foreign language; Bloom's taxonomy

English occupies an important position in Mozambique's education system, particularly because it provides access to international communication, higher education, employment and professional knowledge. Nevertheless, concerns about the communicative competence of learners completing General Secondary Education (GSE) have persisted. This article examines the relationship between English teacher education, curriculum objectives and the communicative competence of GSE learners in Mozambique. Drawing on evidence from a larger doctoral study, the article analyses questionnaire responses from 200 respondents concerning learners' speaking, listening, reading and writing abilities and examines the cognitive demands embedded in the Year 12 English curriculum. The study also considers the historical development of English teacher education at the Institute of Languages and the Pedagogical University between the 1980s and 2018. The findings indicate a substantial gap between intended learning outcomes and perceived learner performance. Across the four language skills, only 34.44 per cent of responses indicated that learners possessed the relevant competence, whereas 52.20 per cent indicated that they did not and 13.36 per cent expressed uncertainty. Writing produced the weakest positive result (32.96 per cent), while reading produced the highest (35.69 per cent). Analysis of Year 12 learning objectives further indicates an uneven distribution of cognitive demands, with evaluation, application and knowledge receiving greater representation than higher-order communicative production. The article argues that the problem should not be attributed to teachers alone. Rather, weak communicative outcomes emerge from an interaction among teacher preparation, curriculum design, teaching practices, assessment, instructional resources and opportunities for authentic English use. The article concludes by proposing a more practice-oriented model of continuing teacher development, stronger alignment between curriculum objectives and communicative assessment, longer teaching placements and greater access to authentic English-language resources.

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Pedro Jose Cossa, PhD (August-2026). A Curriculum and Teacher Education Perspective: Communicative Competence in Mozambique. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(8), d562-d570. https://ijnrd.org/papers/IJNRD2608358.pdf

Volume 11 Issue 8, August-2026

Pages : d562-d570

Paper Reg. ID: IJNRD_328034

Published Paper Id: IJNRD2608358

Research Area: Other area not in list

Author Type: Foreign Author

Country: Matola, Maputo, Mozambique

Published Paper PDF: https://ijnrd.org/papers/IJNRD2608358.pdf

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