‘<i>As línguas têm de estar no seu devido lugar</i>’ (‘languages have to be in their proper place’): language ideologies, languagised worlds of schooling and multilingual classroom practices in Timor-Leste

Cabral, Ildegrada da Costa

doi:10.1080/14664208.2018.1503388

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Bonacina-Pugh, Barakos, & Chen, 2020) to investigate multilingual interaction as well as 'practiced' language policies (Bonacina-Pugh, 2012. Da Costa Cabral (2018) has also conducted her research in a multilingual educational setting. She conducted a multi-scalar study of language processes in the global south, in the nation of Timor-Leste.…”

Section: A State-of-the-art Reviewmentioning

confidence: 99%

Translanguaging in education

2021

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This state-of-the-art review focuses on translanguaging in education. In recent years, scholars have engaged in the conceptualisation of ‘translanguaging’ (e.g. García, 2009; García & Wei, 2014a; Wei, 2018) as well as in conducting a vast and ever-increasing number of empirical studies, in educational contexts in particular. This article aims to take stock of the different ways in which ‘translanguaging’ has been conceptualised and of the ways in which it has been interpreted and applied in the study of multilingualism in diverse educational contexts across the globe. Our review exercise shows that ‘translanguaging’ has been conceptualised within two different approaches, which we propose to call the ‘fixed language approach’ and the ‘fluid languaging approach’. It further shows how ‘translanguaging’ has been studied within these two approaches in different educational contexts. We finish our review by calling for new methodologies adapted to a linguistics of fluidity and by considering critically translanguaging as a scholarly phenomenon.

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Section: A State-of-the-art Reviewmentioning

confidence: 99%

Translanguaging in education

2021

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“…In addition, it contributes to the development of sociolinguistic and ethnographic research in educational contexts where different varieties of Portuguese are used, in text and talk, in tandem with other linguistic resources (e.g. Carneiro 2015;da Costa Cabral 2019;Chimbutane 2011Chimbutane , 2013Chimbutane , 2019Keating 2019;Solovova 2019).…”

Section: Introductionmentioning

confidence: 99%

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

Cabral

2020

Lang Policy

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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.

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Critical ethnography of language policy in the global south: insights from research in Timor-Leste

Cabral

Martin‐Jones

2021

Lang Policy

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This special issue focuses on language policy processes at work, in different sectors of education, in one small multilingual nation situated on the global periphery: the nation of Timor-Leste, in South East Asia. The four articles in this special issue draw on research of a broadly critical and ethnographic nature. To set these articles within a wider research context, the first section of this Introduction charts the development of critical approaches to the study of language policy and planning (LPP). The second section then delineates two main strands of ethnographic research related to LPP processes and points to some of the ways in which the scope of critical, ethnographic research has been widened in recent years. In the third section, we introduce the four articles, highlighting the distinctive nature of the ethnographic research presented in each one. In the fourth section, we show how the articles illustrate the need to combine ethnography with a critical, historical perspective, and with close attention to contemporary global processes, such as the commodification of particular languages. In the final section, we offer reflections on the possibilities for contributing to change in language policy and practice, in Timor-Leste and elsewhere, through researcher-practitioner collaboration of a critical, ethnographic nature.

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‘As línguas têm de estar no seu devido lugar’ (‘languages have to be in their proper place’): language ideologies, languagised worlds of schooling and multilingual classroom practices in Timor-Leste

Cited by 3 publications

References 17 publications

Translanguaging in education

Translanguaging in education

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

Critical ethnography of language policy in the global south: insights from research in Timor-Leste

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