title: Lusophonization returns? The condition of language policy and planning in a post-colonial plurilingual Timor-Leste

authors: da Silva Sarmento, João

subjects: national language policy and planning

abstract: The present study examines the national language policy and language in education policy in  Timor-Leste, a post-colonial nation that has adopted an exogenous language (Portuguese) and an autochthonous language (Tétun) to be its official languages, and two exogenous languages (Indonesian and English) as working languages. Based on an analysis of the findings, it argues that there is convincing evidence that both the policies are moving towards assimilationist exclusionary monolingual Portuguese model.
It was originally intended to investigate the use of languages in three senior high schools in Timor-Leste. However, due to logistical and administrative reasons, the study did not eventuate as planned.  Instead, the researcher interviewed 13 key informants from parliamentarians, ministry of education officers, high school directors and teachers, as well as government and non-governmental organizations officers, both in Díli, Timor-Leste and subsequently in Hamilton, New Zealand.  
The objective of the interviews was to gather data on the interviewees’ perspectives on the current national language policy and language policy in education. The study found that the debate of national language policy and its implementation, as well as implications, in educational domains is still vibrant and therefore far from over.  The data from the interviewees showed that even some politicians did not agree with the current national language policy, saying that Timor-Leste should only use Tétun at the moment and keep Portuguese for the future. It was also said that there was no time frame apportioned in the implementation of the national language policy and therefore there was a rush toward Portuguese monolingual policy with the risk of devaluing Tétun and other national languages at the same time.  
While there was a bulk data from interviewees showed that there is an imperative for the development of Tétun to improve its status planning, the language was viewed not politically and financially supported to develop, which some earlier studies had called the state of affair more symbolic than substantial. 
The language in education policy to use Portuguese as a mandated medium of instruction and Tétun simply to function an auxiliary role posed real challenges to education sector in Timor-Leste.  High school principals and teachers complained about the use of Portuguese as medium of instruction and Tétun functions as auxiliary language because in the front line they found out that more than 80% of teachers were not qualified to teach that the majority of the teachers obtained their education in Indonesian, which means that they hardly use Portuguese to teach. There was a mismatch of idealized language policy and reality of language planning and therefore some teachers even said that they had to write their lesson plans in Indonesian, used Google translation to translate them into Portuguese to be used later to transfer knowledge to their students.  For ease of students’ understanding, they had to and normally use Tétun, even Indonesian, to explain the content of their teachings.  
Lack of essential pedagogic materials also mentioned to be complicating the issue.  Both principals and teachers suggested that teaching materials had to be provided in accordance with language policy in education, i.e. to be both in Portuguese and Tétun.  
For professional development of teacher, it was learned that sending teachers away to attend basic Portuguese courses was not sufficient in equipping the teachers to be effective and efficient teachers unless they were given specific training based on their subjects and continued tutoring at their workplaces.  
The study also explored the extent to which the data from interviewees, and accidentally one classroom observation, indicated degree of plurilingualism in Timor-Leste. The preliminary data showed that at least three languages were used in an interview sessions, with the most four languages used, reflecting the existence of plurilingualism in the country.

text: Lusophonization returns? The condition of language policy and planning in a post-colonial plurilingual Timor-Leste The present study examines the national language policy and language in education policy in  Timor-Leste, a post-colonial nation that has adopted an exogenous language (Portuguese) and an autochthonous language (Tétun) to be its official languages, and two exogenous languages (Indonesian and English) as working languages. Based on an analysis of the findings, it argues that there is convincing evidence that both the policies are moving towards assimilationist exclusionary monolingual Portuguese model.
It was originally intended to investigate the use of languages in three senior high schools in Timor-Leste. However, due to logistical and administrative reasons, the study did not eventuate as planned.  Instead, the researcher interviewed 13 key informants from parliamentarians, ministry of education officers, high school directors and teachers, as well as government and non-governmental organizations officers, both in Díli, Timor-Leste and subsequently in Hamilton, New Zealand.  
The objective of the interviews was to gather data on the interviewees’ perspectives on the current national language policy and language policy in education. The study found that the debate of national language policy and its implementation, as well as implications, in educational domains is still vibrant and therefore far from over.  The data from the interviewees showed that even some politicians did not agree with the current national language policy, saying that Timor-Leste should only use Tétun at the moment and keep Portuguese for the future. It was also said that there was no time frame apportioned in the implementation of the national language policy and therefore there was a rush toward Portuguese monolingual policy with the risk of devaluing Tétun and other national languages at the same time.  
While there was a bulk data from interviewees showed that there is an imperative for the development of Tétun to improve its status planning, the language was viewed not politically and financially supported to develop, which some earlier studies had called the state of affair more symbolic than substantial. 
The language in education policy to use Portuguese as a mandated medium of instruction and Tétun simply to function an auxiliary role posed real challenges to education sector in Timor-Leste.  High school principals and teachers complained about the use of Portuguese as medium of instruction and Tétun functions as auxiliary language because in the front line they found out that more than 80% of teachers were not qualified to teach that the majority of the teachers obtained their education in Indonesian, which means that they hardly use Portuguese to teach. There was a mismatch of idealized language policy and reality of language planning and therefore some teachers even said that they had to write their lesson plans in Indonesian, used Google translation to translate them into Portuguese to be used later to transfer knowledge to their students.  For ease of students’ understanding, they had to and normally use Tétun, even Indonesian, to explain the content of their teachings.  
Lack of essential pedagogic materials also mentioned to be complicating the issue.  Both principals and teachers suggested that teaching materials had to be provided in accordance with language policy in education, i.e. to be both in Portuguese and Tétun.  
For professional development of teacher, it was learned that sending teachers away to attend basic Portuguese courses was not sufficient in equipping the teachers to be effective and efficient teachers unless they were given specific training based on their subjects and continued tutoring at their workplaces.  
The study also explored the extent to which the data from interviewees, and accidentally one classroom observation, indicated degree of plurilingualism in Timor-Leste. The preliminary data showed that at least three languages were used in an interview sessions, with the most four languages used, reflecting the existence of plurilingualism in the country.

year: 2013

title: Enhancement of the Hooghoudt Drain-Spacing Equation

authors: Shokri, Ali

subjects: Science & Technology

abstract: The Hooghoudt equation is widely used as a simple means of specifying drain spacing when designing networks of parallel drains in drainage systems, based on estimating the maximum water table height between two drains. It is shown via comparison with a numerical model that the Hooghoudt equation can overestimate water table height and therefore yield drain spacings that may be too wide. This is because the Hooghoudt drain-spacing equation in fact has a concealed dependency on Van Genuchten soil-water retention curve parameters, which can bias the water table estimates unless adjustments are made explicitly. A modification of the Hooghoudt equation is presented that incorporates two new dimensionless coefficients to make allowance for this dependency. The modified expression yields improved accuracy as measured against the numerical reference model.

text: Enhancement of the Hooghoudt Drain-Spacing Equation The Hooghoudt equation is widely used as a simple means of specifying drain spacing when designing networks of parallel drains in drainage systems, based on estimating the maximum water table height between two drains. It is shown via comparison with a numerical model that the Hooghoudt equation can overestimate water table height and therefore yield drain spacings that may be too wide. This is because the Hooghoudt drain-spacing equation in fact has a concealed dependency on Van Genuchten soil-water retention curve parameters, which can bias the water table estimates unless adjustments are made explicitly. A modification of the Hooghoudt equation is presented that incorporates two new dimensionless coefficients to make allowance for this dependency. The modified expression yields improved accuracy as measured against the numerical reference model.

year: 2015-06-01

title: Operational forest restoration plan for Kukutaaruhe Gully: Part 2

authors: Elliot Noe, Elizabeth

abstract: Kukutaaruhe Gully is a minor branch of Hamilton’s extensive gully system, and runs from the corner of Bankwood and Clarkin Road, behind Fairfield College, connecting with Donny Park in the north and out into the Waikato River. The Kukutaaruhe Education Trust was established to support the implementation of the Fairfield Project, which is a partnership between Ngati Wairere, local community and Fairfield College. The project’s goals include the establishment of an ecological and environmental education centre on the approximately 12 ha of land behind Fairfield College and restoration of the adjacent Kukutaaruhe Gully. In 2019, the University of Waikato’s Environmental Research Institute was contracted by the Kukutaaruhe Education Trust to create an Operational Forest Restoration plan for Kukutaaruhe Gully. This is one in a three-part series created together under one contract:
• Part 1 of 3 is an Overview of the Kukutaaruhe Gully Restoration Initiative
• Part 2 of 3 is this document, the Operational Forest Restoration plan for Kukutaaruhe Gully
• Part 3 of 3 is an Ecological Restoration Plan Template.

text: Operational forest restoration plan for Kukutaaruhe Gully: Part 2 Kukutaaruhe Gully is a minor branch of Hamilton’s extensive gully system, and runs from the corner of Bankwood and Clarkin Road, behind Fairfield College, connecting with Donny Park in the north and out into the Waikato River. The Kukutaaruhe Education Trust was established to support the implementation of the Fairfield Project, which is a partnership between Ngati Wairere, local community and Fairfield College. The project’s goals include the establishment of an ecological and environmental education centre on the approximately 12 ha of land behind Fairfield College and restoration of the adjacent Kukutaaruhe Gully. In 2019, the University of Waikato’s Environmental Research Institute was contracted by the Kukutaaruhe Education Trust to create an Operational Forest Restoration plan for Kukutaaruhe Gully. This is one in a three-part series created together under one contract:
• Part 1 of 3 is an Overview of the Kukutaaruhe Gully Restoration Initiative
• Part 2 of 3 is this document, the Operational Forest Restoration plan for Kukutaaruhe Gully
• Part 3 of 3 is an Ecological Restoration Plan Template.

year: 2020-10