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English as an International Language in Asia: Implications for language education
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83 |
Language choice as an index of identity: linguistic landscape in Dili, Timor-Leste
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84 |
The effects of geographic location and picture support on children's story retelling performance
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85 |
Timor-Leste: Sustaining and maintaining the national languages in education
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86 |
Mother tongue-based multilingual education: A new direction for Timor-Leste
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87 |
At the intersection of language assessment and academic advising: Communicating results of a large-scale diagnostic academic English writing assessment to student and other stakeholders
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88 |
Exlamatives and exclamatory acts in English and Vietnamese
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To, VT. - : Australia - Asia Research and Education Foundation, 2012
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89 |
Pedagogy, Citizenship and the EU: Practitioners' Perspectives on the Teaching of European Citizenship through Modern Foreign Languages
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90 |
Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses
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91 |
Sampling and analysis of children's spontaneous language. From research to practice
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92 |
Shaping socialist ideology through language education policy for primary schools in the PRC
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95 |
Analyzing Students' Multimodal Texts: The product and the process
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96 |
Intercultural competence through language education in Australian higher education: Mission (im)possible?
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97 |
Timor-Leste: Sustaining and maintaining the national languages in education
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Abstract:
This article presents an overview of language-in-education policy development between 1999 and 2010 in the Democratic Republic of Timor-Leste. In the decade since independence language-in-education policy in this newly independent country has been dominated by debates about the medium of instruction. Over time, policy has shifted from an authoritarian stance that insisted on monolingual, submersion schooling in a former colonial language to one that accepts the need to accommodate linguistic diversity in order to promote social inclusion. Recent policy documents allow for instruction in the vernacular languages, designated in the 2002 Constitution as national languages. The article identifies some key drivers that have provided impetus for this change in orientation, a change which offers opportunities for localised language planning from below. The paper therefore suggests that the acceptance of agency at both macro- and micro-levels will play a critical role in sustaining and maintaining the national languages in East Timorese education. ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: https://doi.org/10.1080/14664208.2011.589108 http://hdl.handle.net/10072/43787
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99 |
“Now my hope is clear for building my future”: How two young refugees build social connectedness
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