Abstract
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.
Highlights
In this special issue of Language Policy, we take a close look at the 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,1 in South East Asia
In adult education and literacy classes, Tetum is designated at the official language of teaching and learning and the focus is on the reading and writing of Tetum
The four studies presented here connect with different strands of ethnographic research into language policy and planning (LPP) processes
Summary
In this special issue of Language Policy, we take a close look at the 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. All the authors take account of the historical context and wider political and ideological processes at work on a national and global scale The research in these four articles is grounded in critical and ethnographic approaches to the study of language-in-education policy processes. The four studies presented here connect with different strands of ethnographic research into language policy and planning (LPP) processes They draw on different research methodologies that have been developed, in recent years, at the interface between the LPP field and other fields of research where the main focus is on language in social life. 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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