Acceso usuarios
In this article I examine lecturers’ beliefs about the use of Tetum for academic, scientific and vocational communication at university in Timor-Leste and discuss the discursive and performative language planning roles that they play in the intellectualisation of the language. Drawing on analysis of recorded discussions among university lecturers from different disciplinary areas and distinct institutional settings, I identify a range of discursive and ideological forces being brought to bear on the use of Tetum to communicate disciplinary and professional knowledge. I focus especially on lecturers’ value-laden explanations for how and why they ‘mix’ Tetum with Portuguese, English and Indonesian in particular contexts of classroom communication. Lecturers’ statements about the limitations of Tetum for academic and scientific communication, while grounded in the real need for coordinated intellectualisation of the language, also mask lecturers’ individual preferences for (and greater confidence in) the use of more established ‘academic languages’, stemming from their own past experiences of language socialisation. I argue that these negative beliefs about the potential reach of Tetum reinforce hegemonic discourses that work against its coordinated intellectualisation. Meanwhile, significant individual efforts towards the intellectualisation of Tetum endure in the form of innovative translation and translanguaging work; efforts that I argue require greater attention and support. I conclude with a discussion about the need to recognise and value the expertise and contributions of multiple stakeholders in the development and intellectualisation of the Tetum language, including those who are not traditionally understood as ‘language experts’.
