Language Policy, Power, and Identity: Tetun in Higher Education Practices in Timor-Leste

Abstract

Language policy in multilingual postcolonial societies is closely connected to issues of power, identity, and linguistic hierarchy. In Timor-Leste, where Tetun and Portuguese are recognized as co-official languages, higher education represents an important domain in which tensions between national identity and academic authority are negotiated. This study examines how language policy shapes the use and positioning of Tetun within higher education, focusing on the National University of Timor-Leste (UNTL). Using a qualitative case study design supported by descriptive quantitative data, the study draws on semi-structured interviews, questionnaires, and classroom observations involving students and academic staff. Data were analyzed thematically to identify patterns of language use, attitudes, and institutional practices. The findings show that Tetun functions primarily as a language of social interaction and symbolic national identity, while Portuguese dominates formal academic domains and English supports research and international engagement. Despite strong emotional attachment to Tetun, its limited academic resources and institutional support restrict its development as a language of scholarship. The study concludes that strengthening Tetun’s academic role requires inclusive language planning, institutional commitment, and the development of Tetun-based academic resources.