"Tetun akadémiku": University Lecturers' Roles in the Intellectualisation of Tetum

Autor/in	Newman, Trent
Titel	"Tetun akadémiku": University Lecturers' Roles in the Intellectualisation of Tetum
Quelle	In: Language Policy, 20 (2021) 1, S.77-98 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newman, Trent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-020-09560-2
Schlagwörter	College Faculty; Teacher Attitudes; Language Planning; Language Usage; Language Attitudes; Discourse Analysis; Portuguese; English (Second Language); Code Switching (Language); Foreign Countries; Indonesian; Classroom Communication; Intellectual Development; Preferences; Academic Language; Socialization; Learning Experience; Translation; Malayo Polynesian Languages; Timor-Leste + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Sprachwechsel; Sprachgebrauch; Sprachverhalten; Diskursanalyse; Portugiesischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Klassengespräch; Mental development; Geistige Entwicklung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Socialisation; Sozialisation; Lernerfahrung
Abstract	In this article I examine lecturers' beliefs about the use of Tetum for academic, scientific and vocational communication at university in Timor-Leste and discuss the discursive and performative language planning roles that they play in the intellectualisation of the language. Drawing on analysis of recorded discussions among university lecturers from different disciplinary areas and distinct institutional settings, I identify a range of discursive and ideological forces being brought to bear on the use of Tetum to communicate disciplinary and professional knowledge. I focus especially on lecturers' value-laden explanations for how and why they 'mix' Tetum with Portuguese, English and Indonesian in particular contexts of classroom communication. Lecturers' statements about the limitations of Tetum for academic and scientific communication, while grounded in the real need for coordinated intellectualisation of the language, also mask lecturers' individual preferences for (and greater confidence in) the use of more established 'academic languages', stemming from their own past experiences of language socialisation. I argue that these negative beliefs about the potential reach of Tetum reinforce hegemonic discourses that work against its coordinated intellectualisation. Meanwhile, significant individual efforts towards the intellectualisation of Tetum endure in the form of innovative translation and translanguaging work; efforts that I argue require greater attention and support. I conclude with a discussion about the need to recognise and value the expertise and contributions of multiple stakeholders in the development and intellectualisation of the Tetum language, including those who are not traditionally understood as 'language experts'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01