CHALLENGES IN TEACHING PORTUGUESE AND THE NEED TO VALUE THE LANGUAGES OF ANGOLA

Abstract

Angola is a multilingual country where Portuguese coexists with several national languages, resulting in linguistic contact phenomena visible in both speech and writing, including among academics. This article aims to critically analyse the challenges of teaching and learning Portuguese in Angola, as well as discuss the need for valuing and institutionalizing Angolan languages ​​as a strategy for building a more inclusive and effective language policy. To this end, a qualitative narrative review was developed, based on the analysis of specialized literature in African linguistics, sociolinguistics, and language policies, as well as relevant historical and legal documents. The results show that the failure to master standard Portuguese largely stems from the mismatch between the European norm taught in schools and the Angolan sociocultural reality. Furthermore, it is observed that the absence of a consistent language policy limits the valorization of national languages ​​and perpetuates difficulties in the educational process. In this context, the effective institutionalization of Angolan languages ​​and the construction of a standard for Angolan Portuguese are proposed, capable of integrating local linguistic features, contributing to the affirmation of cultural identity and to the improvement of language teaching.