Language in schooling in Timor-Leste
-
Marie Quinn
Abstract
Through its history of colonisation, occupation and independence, Timor-Leste has developed a unique linguistic ecology where official and other languages represent particular status and power in various domains. In the education system, Portuguese maintains a higher status and teachers aim to teach it, yet Tetum is used to enact vital roles that give students access to curriculum content. This paper looks at how the language policy in Timor-Leste has developed around the goals of a newly independent nation and contrasts this with how teachers have attempted to teach students within this policy. It suggests a re-focus on both languages as pedagogic aids, to develop the power of both languages to assist students in learning content and language.
Abstract
Through its history of colonisation, occupation and independence, Timor-Leste has developed a unique linguistic ecology where official and other languages represent particular status and power in various domains. In the education system, Portuguese maintains a higher status and teachers aim to teach it, yet Tetum is used to enact vital roles that give students access to curriculum content. This paper looks at how the language policy in Timor-Leste has developed around the goals of a newly independent nation and contrasts this with how teachers have attempted to teach students within this policy. It suggests a re-focus on both languages as pedagogic aids, to develop the power of both languages to assist students in learning content and language.
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Preface xi
- Foreword xiii
-
Introduction
- The diversity of Asia-Pacific language ecologies 1
- Education, power and sociolinguistic mobility 13
-
East Asia
- A Yami language teacher’s journey in Taiwan 33
- Power and other issues in minority language education in China 49
- Forming a Korean identity in Japan 65
-
Southeast Asia
- Patani Malay in Thai education 91
- Language in schooling in Timor-Leste 111
- Bidayuh as a subject at pre-school and primary levels 131
- Sustaining and maintaining a minority language 153
-
Oceania
- UNESCO’s action in culture and the importance of language maintenance in the Pacific 175
- State versus community approaches to language revival 185
- Vernacular education in Papua New Guinea 205
- From despised jargon to language of education 223
- Te Reo Māori – He Reo Kura? (Māori Language – A School Language?) 243
- A study of bilingual education using Samoan language in New Zealand 261
- Index 293
- Authors 289
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Preface xi
- Foreword xiii
-
Introduction
- The diversity of Asia-Pacific language ecologies 1
- Education, power and sociolinguistic mobility 13
-
East Asia
- A Yami language teacher’s journey in Taiwan 33
- Power and other issues in minority language education in China 49
- Forming a Korean identity in Japan 65
-
Southeast Asia
- Patani Malay in Thai education 91
- Language in schooling in Timor-Leste 111
- Bidayuh as a subject at pre-school and primary levels 131
- Sustaining and maintaining a minority language 153
-
Oceania
- UNESCO’s action in culture and the importance of language maintenance in the Pacific 175
- State versus community approaches to language revival 185
- Vernacular education in Papua New Guinea 205
- From despised jargon to language of education 223
- Te Reo Māori – He Reo Kura? (Māori Language – A School Language?) 243
- A study of bilingual education using Samoan language in New Zealand 261
- Index 293
- Authors 289
