From policy to practice: How context and contestation shape the implementation of Timor-Leste’s language education curriculum

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

Abstract

This chapter presents ethnographic research on the policy-to-practice pathway of Timor-Leste’s new language education curriculum for primary schooling. It does so by explaining key areas of policy contestation between diverse educational actors, describing constraining contextual factors in schools and discussing how these contestations and contexts shaped early implementation of the language education curriculum. Relevant to policy makers, practitioners and researchers interested in education development in multilingual and developing countries, this chapter argues for the value of ethnographic methods in elucidating the way that ideas, resources and communication act as filters through which policy passes on its way to becoming enacted practice.
Original languageEnglish
Title of host publicationThe Routledge Handbook of Language Education Curriculum Design
EditorsPeter Mickan, Ilona Wallace
Place of PublicationNew York
PublisherRoutledge/Taylor & Francis Group
Chapter3
Number of pages21
Edition1st
ISBN (Electronic)9781315661032
ISBN (Print)9781138958579
Publication statusPublished - 2019

Publication series

SeriesRoutledge Handbooks in Applied Linguistics

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