From Discourses about Language-in-Education Policy to Language Practices in the Classroom--A Linguistic Ethnographic Study of a Multi-Scalar Nature in Timor-Leste

Autor/in	da Costa Cabral, Ildegrada
Titel	From Discourses about Language-in-Education Policy to Language Practices in the Classroom--A Linguistic Ethnographic Study of a Multi-Scalar Nature in Timor-Leste
Quelle	In: Language Policy, 20 (2021) 1, S.27-52 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (da Costa Cabral, Ildegrada)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-020-09563-z
Schlagwörter	Ethnography; Educational Policy; Language Planning; Foreign Countries; Language Attitudes; Multilingualism; Language of Instruction; Teacher Student Relationship; Elementary School Students; Portuguese; Malayo Polynesian Languages; Language Usage; Teaching Methods; Classroom Communication; Code Switching (Language); Official Languages; Elementary School Teachers; Monolingualism; Timor-Leste + Suchen Sie Ihr Suchwort? Ethnografie; Politics of education; Bildungspolitik; Sprachwechsel; Ausland; Sprachverhalten; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Portugiesischunterricht; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Office language; Amtssprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This article makes the case for conducting ethnographic research of a multi-scalar nature that links language policy processes and ideologies of language with everyday practices, on the ground, in local schools and classrooms. As with other researchers engaged in the ethnography of language policy (e.g. McCarty, 2011; Johnson, 2013), my concern is with the ways in which language policies in multilingual countries are translated into classroom practice, the ways teachers and school administrators understand and respond to policy changes and the ways in which communication between teachers and learners is shaped by the introduction of a new medium of instruction. The research presented here focuses on language policy and classroom practice in Timor-Leste. On Independence in 2002, Tetum and Portuguese were chosen to be the two official languages of the country and the main languages of teaching and learning in the school system. My main research sites have been primary schools and classrooms in Timor-Leste and I have adopted a linguistic ethnographic approach, combining ethnography with close analysis of classroom discourse and with discourse analysis of policy documents and interviews. I have used the concept of language ideology as an analytical lens in examining the language policy discourses of policymakers and teachers. Teachers in Timor-Leste are regarded by policymakers as the mere facilitators of the process of implementing Tetum and Portuguese language-in-education policy within the education system. Through the analysis of interview data presented here, I show that teachers assumed this role and shared the belief that Tetum and Portuguese were legitimate official languages of Timor-Leste. Then, through analysis of codeswitching in classroom interaction, in one Year 6 classroom, I show how values around Tetum and Portuguese were being discursively constructed by the teacher, particularly in talk around monolingual texts in Portuguese. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01