Access to justice, a fundamental condition for the exercise of citizenship, is a concern of any democratic

system. At a time when, both in the societies of the South and in the societies of the global North, the
judicial courts face serious difficulties (inaccessibility, delays, inefficiency, costs, among others), proving
incapable of facing alone the task of administering justice, the The debate about the definition of the
role to be given to the different forms of extrajudicial justice is pertinent to the global sphere. In Africa,
the historical and socio-cultural particularities give specific contours to the discussion. If, on the one
hand, community justice, due to its low costs, proximity to populations and speed, may prove to be
more appropriate to their specific cultural contexts and a reference to the creation of more democratic
models of justice throughout the world; on the other hand, they are not without problems, facing
severe criticism. Based on fieldwork carried out in Mozambique, this communication aims to analyze
the role of Mozambican community conflict resolution bodies, in a context of legal pluralism, in the
democratization of access to justice…

Access to law and justice is a fundamental right, whose limitation jeopardizes democracy and the full
exercise of citizenship. The liberal conception that the State has and must have a monopoly on the
production and administration of law has been questioned, either by the anthropology and sociology
of law, or by the difficulties that judicial courts have been struggling with in order to guarantee access to
the justice of the citizens. If it is consensual today that legal pluralism does not describe just one type of
country, tending to be present in all societies, in Mozambique the reality is particularly interesting due
to the quantity and diversity of normative orders and conflict resolution instances that act on the
ground, as well as as well as the complex interconnections that are established between them. In this
text, focusing on the context of that country, I try to analyze the role of community conflict resolution
bodies, which make up a plural legal landscape, in prFor many international students, English language
proficiency is often a primary concern. Learning English can open many doors,s to justice.
For many international students, English language proficiency is often a primary concern. Learning
English can open many doors. Many students face the same challenges, including the team of
international student editors.

Studying English can be interesting and rewarding, as well as bringing enormous benefits to
international students all over the world. English is the prevailing language in today's world and
knowledge of it is a prerequisite for entering many universities and also for securing a job.

For any student who wants to study abroad, speaking English is often a necessity. There are a number
of excellent schools around the world where you can improve your skills - or you can also choose to take
courses online.

Knowing English can open up a wide range of career options, which would be closed to non-speakers.
For example, you can start teaching English to other people, you can get a job with a multinational that
operates in your home country or you can also get a job and work in the UK. Translator job openings are
relatively well paid compared to the other positions that are open to students and graduates.

English, in Mozambique, has been taught since the country's independence, in 1975, as a foreign
language, sometimes from 7th/8th grade to 11th/12th grade, or from 6th to 12th grade.

In this case it is noted that students do not have the desired level of English when they complete the
12th grade.

English is taught in the country as a foreign language, while Portuguese is the official language and
language of instruction in all education subsystems.

Chimhundu (2002, p. 11) defines foreign language as the language used for communication inside or
outside Africa, Lopes (2013, p. 60) understands that it is a language that the Mozambican speaker does
not use in his daily life and is learned in school as a discipline. The concept of foreign language is also
defined by Crystal (1997, p. 372) as popularly used to refer to any language that is not a native language
and is taught in school. It also states that it is a non-native language without a routine media status in a
given country, especially one without official status in that country.

According to the National Institute of Statistics (2019), the 2017 Census reveals that in Mozambique
there are 112,385 speakers of foreign languages as their mother tongue, where only 89,434 speak these
languages more often in their homes, corresponding respectively to 0.51% and 0.40% of the population
of 22,243,373 inhabitants.

According to Firmino (2008, p. 4), in Mozambique, there are handbags of speakers of languages of
foreign origin other than Portuguese, especially English and others of Asian origin, such as Hindi, Urdu or
Gujrati. English is spoken to and by the community of foreigners linked to international organizations
and embassies, although due to contacts with neighboring countries such as the Republic of South
Africa, there are many Mozambicans who often use this language.

Citing the analysis made in a 2004 study, called “ESG Diagnosis”, on the performance and expectations
of general secondary school students, as well as the perception of students, teachers and other
education professionals about the curriculum in force at the time. Republic of Mozambique (2007, p. 6-
7) states that the relevance of the curriculum was questioned to the various social contexts and the
labor market, where graduates do not communicate in English.

For his part, Henriksen (2010, p. 60), in his doctoral thesis, concludes that it should not be surprising that
after seven years of learning English, there are still students who do not communicate in this language.

The conclusions of Mawere (2012, p. 43) corroborated those of Henriksen (op. Cit.) And recommend the
introduction of English in the 1st class of primary school, because most students complete their
secondary education before acquiring the skills needed for the mastery of the English language.