Conceptualising multilingualism in higher education in Timor-Leste: the case of petroleum studies

Abstract

In this paper I present a critical discussion of the ways that multilingualism is conceptualised in the context of higher education in Timor-Leste, a small, developing nation in South-East Asia. Drawing on a range of ethnographic data collected at multiple Timorese tertiary institutions from 2015 to 2018, I focus especially on the language-related beliefs and practices of a small group of petroleum studies lecturers, who are at the meeting point of diverse ideological forces that impact their teaching. I discuss their conceptualisations of both the ‘language problem’ facing them, and their own hybrid classroom communication practices, examining how these conceptualisations are shaped by wider political discourses favouring Portuguese, Indonesian and English. I argue that these discourses not only complicate due recognition of the considerable resourcefulness these lecturers display in communicating disciplinary knowledge to students, but also weigh heavily on their own perceptions of their everyday work as tertiary educators.

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