Postcolonial language-in-education policy in globalised times: The case of Timor-Leste

Abstract

The case of Timor-Leste presents a rich opportunity to study the discourses that shape language-in-education policy in an aid-dependent polity in a globalised world order. A language ideological lens helps to show how colonial and post-colonial discourses interact in policymaking processes. This chapter covers language education policy formulation in this young nation between 1999 and 2016 in basic and secondary education, making brief reference to recurrent and higher education. Commencing with an overview of the present-day language situation based on the 2010 census findings, the chapter goes on to show how language ideologies have shaped post-independence language-in-education policymaking. The country’s ‘wicked’ educational problems are then discussed and the chapter considers how they have been addressed in three main phases of educational policymaking: the aftermath of the 1999 emergency and the transition to independence; the early years of independence from 20022004-06/7; and the period from 2008 to date. The chapter closes with some predictions for future policy development. A key aim is to highlight the tension between ideological aspirations and practical realities in developing a workable bilingual curriculum in a low resource environment.