O português na República Democrática de Timor-Leste: quase duas décadas depois

ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 71 Almos wo decades o Po uguese language in he Democ a ic Republic o Timo -Les e / O po uguês na República Democ á ica de Timo -Les e: quase duas décadas depois 1 Da i Bo ges de Albuque que * PhD in Linguis ics, has expe ience in Applied Linguis ics, wi h an emphasis on Teaching Po uguese as a Non- Na i e Language (PLNM), Languages in Con ac , wi h an emphasis on Po uguese spoken in Timo -Les e, and Ecolinguis ics. He is he au ho o se e al a icles, chap e s and books in hese opics. Membe o he ollowing esea ch g oups: NELIM (Cen e o Ecolinguis ic and Imagina y S udies) a he Fede al Uni e si y o Goiás (UFG) and GEPLE (G oup o he S udy o Ecosys em Linguis ics) a he Uni e si y o B asília (UnB). h ps://o cid.o g/0000-0002-1941-6925 Rui Ramos * PhD in Linguis ics, is a p o esso a he Ins i u e o Educa ion and a esea che a he Resea ch Cen e on Child S udies and he Cen e o Humanis ic S udies a he Uni e si y o Minho, Po ugal. He de elops esea ch in Linguis ics (Discou se Analysis) and in Language Teaching. He is he au ho o a icles, chap e s and books; he is depu y edi o o a scien i ic jou nal o Linguis ics; and he is pa o esea ch g oups in B azil. He has expe ience in esea ch p ojec s ela ed o language and child en, and in e en ion p ojec s, especially in Timo -Les e and Guinea-Bissau, ela ed o language eaching and he educa ion sys em. h p://o cid.o g/0000-0001-8700-8301 Recei ed: No embe , 18 h, 2020. App o ed: Decembe , 20 h, 2020. 1 This wo k was inancially suppo ed by Po uguese na ional unds h ough he FCT (Founda ion o Science and Technology) wi hin he amewo k o he CIEC (Resea ch Cen e o Child S udies o he Uni e si y o Minho) p ojec unde he e e ence UIDB/00317/2020. * albuque que0[email p o ec ed] * [email p o ec ed].p ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 72 How o ci e his a icle: ALBUQUERQUE, Da i Bo ges; RAMOS, RUI. Almos wo decades o Po uguese language in he Democ a ic Republic o Timo -Les e. Re is a Le as Ra as. Campina G ande, . 9, n. 4, p. 71-100, dez. 2020. ABSTRACT The Democ a ic Republic o Timo -Les e was he i s na ion o he 21s cen u y. The island o Timo was a Po uguese colony in Sou heas Asia om he 16 h cen u y un il 1974. A e ha , i was unde Indonesian domina ion which las ed un il 1999. Timo -Les e became an independen na ion in 2002. In his yea , he coun y elec ed he Po uguese language as one o he o icial languages, oge he wi h Te um, he na ional language spoken by mos o he popula ion. Since i s independence, he e has been b oad in e na ional suppo and a ious coope a ion ac ions in Timo -Les e, wi h educa ion as one o he main a eas. Po ugal and B azil also ake pa in his educa ional coope a ion as leading ac o s. Thus, his a icle aims o e lec on he Po uguese language in Timo -Les e in o de o e i y he cu en s a e in which his language is ound in he coun y, a e almos wen y yea s’ o icial exis ence. A e he in oduc ion in (1), we p o ide some social, his o ical and linguis ic in o ma ion abou Timo island, in (2); we explain Po uguese coope a ion in eaching and p ojec s in Timo -Les e in (3); we desc ibe he esea ch and p ope ies o he Po uguese spoken by Timo ese, in (4); and his is ollowed by ou inal ema ks. KEYWORDS: Po uguese language; Timo -Les e; Language Teaching; Po uguese as Second Language; Po uguese in Asia. RESUMO A República Democ á ica de Timo -Les e oi a p imei a nação se o na independen e no século XXI. Localizada no Sudes e Asiá ico, a ilha de Timo oi colônia po uguesa desde o século XVI a é 1974. Após esse pe íodo, so eu uma dominação indonésia que du ou a é 1999. Em 2002, o nou-se uma nação independen e e elegeu a língua po uguesa como uma das línguas o iciais, sendo a ou a a língua é um, língua nacional alada pela maio pa e da população. Desde que se o nou independen e, o am á ias as ações de apoio e coope ação in e nacionais, des acando-se, en e ou as á eas, o Ensino, com a o e p esença de B asil e Po ugal nesse p ocesso. Dessa manei a, o p esen e a igo em o obje i o de e le i sob e a língua po uguesa em Timo -Les e a im de e i ica o es ado a ual em que essa língua se encon a no país, após quase in e anos de exis ência. Pa a an o, após a in odução, em (1), o necemos algumas in o mações sociais, his ó icas e linguís icas sob e a ilha de Timo , em (2); explicamos os p oje os e as coope ações de ensino de po uguês em Timo - Les e, em (3); desc e emos as pesquisas e as p op iedades do po uguês alado pelos les e- imo enses, em (4); e, po im, ap esen amos nossas conside ações inais. PALAVRAS-CHAVE: Língua Po uguesa; Timo -Les e; Ensino; Po uguês L2; Po uguês na Ásia. 1 In oduc ion The Democ a ic Republic o Timo -Les e is a ecen coun y loca ed in Sou heas Asia, close o no he n Aus alia. I s e i o y consis s o he eas e n pa o a small island, o which he wes e n pa is Indonesian, he only physical bo de being wi h Timo -Les e. Timo was unde Indonesian domina ion o wo decades, which began in 1975 and ended in 1999, a e a plebisci e decision. Be ween 1999 and 2002, he coun y was unde p o isional ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 73 adminis a ion by he Uni ed Na ions (UN) wi hin he Uni ed Na ions T ansi ional Adminis a ion in Eas Timo (UNTAET). The coun y only had i s independence ecognized in e na ionally on May 20, 2002. The i le o his pape men ions almos wen y yea s in e e ence o Timo -Les e’s independence and o he pe iod in which he Po uguese language has been ecognized as an o icial language, bo h da ing om 2002. 2 I we coun he Po uguese p esence, he a ie ies spoken in Asia and he eaching o Po uguese in his o me colony (BAXTER, 1996; BATORÉO, 2016), his language da es back mo e han ou cen u ies on he island. Ou esea ch is ques ion is: wha is he impac o educa ional policies and linguis ic esea ch in p omo ing he Po uguese in Timo -Les e? We conside his an impo an ques ion in o de o e i y he cu en si ua ion o Po uguese language and he s a us o Po uguese spoken by Timo ese. Ou hypo hesis is ha o eign coope a ion ac ions a e signi ican o Timo -Les e de elopmen , bu i mus be conduc ed oge he wi h Timo ese go e nmen and ci izens o local p o essional quali ica ion. Rega ding Po uguese spoken by Timo ese, ou wo k hypo hesis is ha his Po uguese is non-dominan a ie y (AFONSO; GOGLIA, 2015a; BATORÉO, 2016) in i s ini ial s age, which can s abilize i sel o become a na ional Timo ese a ie y. The objec i e o his a icle is o e lec on he cu en si ua ion o Po uguese in Timo -Les e h ough he desc ip ion o ac ions, policies and in es iga ions ha ha e al eady been ca ied ou . The e o e, a e his in oduc ion, we discuss he his o y o peoples, hei linguis ic con ac s, and he Po uguese language on he island o Timo in (2); hen, we poin ou some ac ions o in e na ional coope a ion and Po uguese eaching in Timo -Les e in (3); a e ha , we desc ibe he Po uguese spoken by he Timo ese and i s speci ic ea u es in (4); and inally, we p esen he inal ema ks. 2 Timo ’s socio-his o ical backg ound: languages, people and languages in con ac 2 Al hough sho and ime-limi ed, he i s Po uguese coope a i e ac ion in Timo -Les e was called ‘1.ª Ação de Coope ação da Fundação das Uni e sidades Po uguesas’ (FUP) in pa ne ship wi h he ‘Conselho Nacional de Resis ência Timo ense’. This bila e al ac occu ed du ing he Ap il o Sep embe , 2000, be o e Po uguese was chosen as he o icial language. The coope a ion was o med by a ew dozen Po uguese p o esso s and o he ci izens, all o whom we e olun ee s coo dina ed by FUP. ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 74 The island o Timo p esen s a chaeological and his o ical e idence o con ac wi h di e en peoples du ing many cen u ies (THOMAZ, 2002; ALBUQUERQUE, 2009). Since he p ehis o ic pe iod he e ha e been mig a ions o Papuan people and, in one his o ical pe iod, he e we e Aus onesian in asions on he island (HULL, 2001). In he 13 h and 14 h cen u ies, Timo was in con ac wi h Chinese ade s, in he 14 h and 15 h cen u ies wi h he Malay people and, in he same pe iod, wi h A ab na iga o s. This b ie exposi ion is in ended o emphasize ha he island o Timo was al eady a mosaic o peoples and languages be o e he a i al o he Po uguese, which ook place in he ollowing cen u y (THOMAZ, 2002) 3 . The Po uguese made hei i s con ac wi h he inhabi an s o he island o Timo in 1515, when he a mada sen by A onso de Albuque que eached i (FIGUEIREDO, 2004). Ini ially, he island was o seconda y in e es , since he domain o Malacca (1511) enabled he con ol o comme cial ou es in he a ea, and his ci y unc ioned as a wa ehouse o wo islands o g ea impo ance due o he amoun o whi e sandalwood hey o e ed (Solo and Flo es). This si ua ion did no change un il 1702, when Li au (cu en ly loca ed in Oecussi encla e, in he wes e n pa o he island) was ounded. The o de o build his capi al came di ec ly om he Po uguese adminis a ion o Macau, as a way o espond o he Du ch occupa ion o he island, ha da es back om 1652 (FIGUEIREDO, 2004). Li au was abandoned in Augus 1769, and he Po uguese capi al o Timo was ans e ed o Dili in Oc obe o he same yea , whe e i has emained un il oday (OLIVEIRA, 1948). Wo hy o no e is ha he popula ion o Eu opean o igin speaking Po uguese as hei L1 has always been limi ed and is e y small in p opo ion o he local popula ion (THOMAZ, 1976). The expansion o he Po uguese language in Timo occu ed in h ee di e en ways: he chu ch, he adminis a ion and mili a ism (BAXTER, 1996). The chu ch was ca ying ou i s missiona y ac i i y as ea ly as he 16 h cen u y, bu ini ial a emp s o con e he Timo ese popula ion we e unsuccess ul (HÄGERDAL, 2012). Howe e , he p ies s con inued hei ac i i ies in he ollowing cen u ies, sp eading he Po uguese language h ough educa ion and eligion. E en wi h he expulsion o eligious o de s om he island in he i s hal o he 19 h cen u y, signi ican ad ances in Timo ese 3 Fo Timo Island and Timo -Les e na ion his o y, see he e e ences in his ex , especially Oli ei a (1948), Thomaz (2002), Figuei edo (2004) and Häge dal (2012). ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 75 educa ion we e achie ed, wi h he ounda ion o se e al schools, he ‘Colégio de Soibada’ being p ominen (THOMAZ, 1985). This was he only seconda y school ha exis ed a he ime, which enabled eache s and o icials o he colonial adminis a ion. Po uguese ci izens domina ed he colonial adminis a ion in Timo in he ea ly cen u ies, bu his si ua ion changed du ing he 19 h cen u y wi h he p esence o mes izos and Macanese aking adminis a i e posi ions. In addi ion, educa ed Timo ese people also began o wo k o he colonial adminis a ion (THOMAZ, 1976), all using he Po uguese language o w i ing o icial documen s. As o mili a ism, he ac ha na i e mili a y leade s om di e en local egions ended up joining he colonial a my, as well as o he Po uguese adminis a ion loca ions, such as Flo es, Macau, Mozambique and India, should be highligh ed. Acco ding o wha was b ie ly desc ibed abo e, he Po uguese language had a complex p opaga ion in Asia and consequen ly in Timo , wi h many ac o s in luencing he o ma ion o c eoles and es uc u ed a ie ies o his language. Acco ding o Bax e (1996) and Bax e & Ca doso (2017), in Timo , wo c eole a ie ies coexis ed (Bidau and Macau) and di e en Po uguese L2 models. In many cases, he inpu o he ollowing gene a ions we e no models o Po uguese L1, bu some o hese models o Po uguese L2 o c eole a ie ies. The aming o Timo -Les e in i s geocul u al con ex shows us ha he e i o y is pa o he so-called Wallacea (SCHAPPER, 2009), one o he scena ios wi h he g ea es linguis ic and cul u al di e si y in he wo ld, a geog aphical a ea wi h mo e han 250 na i e languages, and whose limi s can be seen in he ollowing map: Fig. 1 – Wallacea egion (Unde GFDL license, ia Wikimedia Commons) ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 76 (Re ie able a : h p://commons.wikimedia.o g/wiki/File:Indonesia_Wallacea.s g#/media/File:Indonesia_Wallacea.s g. Augus 26, 2020) Timo -Les e local languages ha e Aus onesian o Papuan o igin and e en nowadays a e in he ea ly s ages o in es iga ion. E en he numbe o languages spoken in he coun y is unknown, as he e a e linguis s who conside some o be ex inc o do no classi y hem as languages, bu as pa o a dialec chain. The mos comple e in es iga ion based on linguis ic s udies was ca ied ou by Hull (2001). Figu e 2 is based on he 2010 census and aken om a ecen s udy by Williams- an Klinken and Williams (2015). This map (Fig. 2) exempli ies he dispa i y o c i e ia in e ms o he numbe o na ional languages, accoun ing o mo e han wo dozen. Below is he dis ibu ion o local languages ac oss he coun y on he map in Fig. 2, which also illus a es Timo -Les e’s linguis ic di e si y: Fig. 2 – Timo -Les e local languages ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 77 Sou ce: Williams- an Klinken & Rob Williams (2015, p. 2) We also p o ide he eade by way o compa ison wi h a ‘leane ’ map in Figu e 3, aken om Albuque que (2011), in which he au ho emphasizes he dis ibu ion o he Te um language h oughou Timo -Les e, as well as sepa a ing he o he na ional languages acco ding o hei gene ic a ilia ions. This map (Fig. 3) is based on he six een languages acco ding o Hull’s (2001) hypo hesis: Fig. 3 – Dis ibu ion and gene ic a ilia ion o Timo -Les e languages ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 78 Sou ce: Albuque que (2011a, p. 66) The ixed dis ibu ion o hese local languages wi h each o hem associa ed wi h a geog aphical a ea, can, howe e , be pa ly ques ioned, a leas ega ding he capi al, Dili. In a case s udy ca ied ou in 2015, Ca mo (2015) iden i ied he mo he ongues o a class o s uden s om a seconda y school in Dili and ound ha he scena io o linea co espondence be ween geog aphic a ea and mo he ongue did no apply. Despi e he ac ha all s uden s mas e ed Te um, e e yone also mas e ed o he languages o a g ea e o lesse ex en and conside ed ha hey had mo e han one mo he ongue, p obably because in hei amily si ua ion he e was he daily p esence o o he languages. 4 The obse a ions made and he conclusions d awn om ha s udy canno be ex apola ed o he en i e e i o y unc i ically, bu hey a e ye ano he disc e e con ibu ion o he design o a complex linguis ic eali y. 4 Fo an upda ed and de ailed s udy on his opic, see Ramos & Ca mo (2020). ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 79 I is e iden , om he p e ious maps, ha he Te um language is he mos spoken language in Timo -Les e, domina ing a la ge a ea as a mo he ongue and ha ing he unc ion o L2 in o he loca ions, whe e i is used as lingua anca o in e cul u al communica ion among Timo ese wi h di e en L1. Fu he mo e, i is also no iced ha he e is a p edominance o Aus onesian languages, wi h he Papuan languages emaining in smalle numbe s, concen a ed in he Eas e n pa . 3 In e na ional coope a ion o language: expansion and eaching The expansion o he Po uguese language and i s eaching in Timo -Les e has been he subjec o mul iple coope a ion p ojec s and p og ammes, mainly om B azil and Po ugal. 5 B azilian coope a ion only wo ked in speci ic a eas, wi h a educed con ingen and wi h p ojec s ha we e no enewed o con inued. In o he wo ds, hese ac ions had some limi a ions, as will be explained la e . Po uguese coope a ion, on he o he hand, had a g ea e ocus on Po uguese language eaching and all ela ed a eas (e.g. a all le els o educa ion, in poli ics and in a ious sec o s o Timo ese socie y, among o he s). 3.1 B azilian coope a ion The B azilian coope a ion wo ked in h ee main a eas: judicia y, echnical educa ion and eache aining. In 1999, du ing he elec ions, he B azilian go e nmen s a ed i s ac ions ocused on elec o al issues and in ensi ied hem again in 2005, in public de ence. This a ea is linked wi h o he s, especially 5 The e a e o he coun ies and NGOs o ganizing and aking pa s in coope a ion p ojec s, bu hey a e no men ioned in his wo k o se e al easons, among which: some o hem a e only educed assis ance wi h low impac ; some coun ies ocus hei coope a ion using o he languages, mainly English; and o he NGOs ha e in e es s which di e ge om ou cu en esea ch, such as eligious coope a ion. I we discussed hese opics he e, we would change ou main issue: Po uguese language in Timo -Les e. ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 86 3.2.2 Po uguese Language Rein oduc ion P ojec in Timo -Les e/Po uguese Language Consolida ion P ojec in Timo -Les e These p ojec s unde he esponsibili y o he Po uguese coope a ion ook place espec i ely be ween 2000 and 2009 and be ween 2010 and 2011, and equi ed a budge o mo e han 50 million eu os. They ocused on he eaching ac i i y o mo e han one hund ed Po uguese eache s each yea , who augh Po uguese (and o he cu icula a eas), pa icula ly, bu no only, in eache aining. The e alua ion epo o he i s (BARBEIRO e al., 2010) poin s ou ha , despi e all he cons ain s, endogenous and exogenous, o which he p ojec was subjec , “ he ange o ac i i ies ca ied ou in all domains ( o mal educa ion is signi ican ) and non- o mal, public adminis a ion, lib a ies/ oy lib a ies, media, popula ion in gene al)” (BARBEIRO e al., 2010, p. 8). The epo also does no ail o men ion ha he esul s we e “below expec a ions, namely aking in o accoun ha , a e a decade, only abou 10% o eache s in se ice wi hou a p o essional quali ica ion ob ained i , wi hin he scope o p og ammes wi h PRLP in e en ion” (BARBEIRO e al., 2010, p. 8), among o he e idence. This same epo ecognizes ha he p ojec “has al eady had isible e ec s and allows he con inued p oduc ion o posi i e e ec s o be p ojec ed in Timo ese socie y” (BARBEIRO e al., 2010, p. 9), wi h ega d o he p o essional compe ence o eache s and he dissemina ion o he Po uguese language in he e i o y, bo h in he school con ex and in he media, among o he ele an ac o s. Finally, he epo emphasizes ha he p ojec was complemen a y o o he ini ia i es, namely hose wi h B azilian coope a ion, bu wi hou a planned and o mal coo dina ion be ween he e o s o he wo Po uguese-speaking coun ies. 3.2.3 Cu icula Re o m o Basic and Seconda y Educa ion P oposals o cu icula guidelines o he i s six yea s o schooling eme ged a e he yea 2005, as a esul o he coope a ion ha in ol ed he Ca holic Uni e si y on he Po uguese side, a a ime when he e was s ill no Basic Educa ion Law in Timo -Les e, which was enac ed in 2008. ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 87 Be ween 2009 and 2010, he Uni e si y o Minho and he Timo ese Minis y o Educa ion de eloped he Basic Educa ion 3 d Cycle Cu iculum De elopmen (Timo -Les e), wi h UNICEF unding and he collabo a ion o ‘Ins i u o Camões’. This p ojec led o he elabo a ion o cu iculum and school p og ammes o he subjec s and guides o eache s o he 3 d cycle o Timo ese basic educa ion. This cu iculum was app o ed by Go e nmen Resolu ion No. 24/2011, o Sep embe 7. Be ween 2010 and 2013, he ‘Fala Po uguês’ p ojec esul ed om simila coope a ion, bu on he Po uguese side he pa ne s we e he De elopmen Suppo Ins i u e, he Calous e Gulbenkian Founda ion and he Uni e si y o A ei o, and he aim was designing he cu iculum, school p og ammes, manuals o s uden s and guides o gene al seconda y school eache s. 13 The cu icula plan o his le el o educa ion was app o ed by Dec ee-Law no. 47/2011, o Oc obe 19. These abo e men ioned p ojec s achie ed a c ucial phase in he p ocess o ansi ion om he Indonesian model o he mode n model o Timo ese educa ion, as poin ed ou by Ramos & Teles (2012) and Oli ei a (2019), as well as he concomi an ansi ion om he use o he Indonesian language o he Po uguese language in eaching. 3.2.4 Ini ial and Con inuing Teache T aining P ojec (PFICP) (2012-2014)/Fo ma Mais – Con inuing Teache T aining in Timo -Les e (2016-2018) The implemen a ion o new cu icula and school p og ammes made he need o eache aining mo e e iden . Thus, he Uni e si y o Minho and he Uni e si y o A ei o we e called o assume he echnical-scien i ic esponsibili y o aining p og ammes wi h a iew o consolida ing he Timo ese educa ional sys em, ollowing p o ocols es ablished be ween Timo ese and Po uguese go e nmen s. The aining in and o Po uguese language was a undamen al da a a p io i in hese p og ammes, as hey we e de eloped wi hin he scope o he Ini ial and Con inuous Teache T aining P ojec (PFICP), which ook place om 2012 un il 2014. A e ha , du ing 2016 and 2018, he PFICP was eplaced by he ‘Fo ma Mais’ – Con inuing Teache Educa ion p ojec , which was unde he echnical-scien i ic esponsibili y o he Uni e si y o A ei o. 13 Oli ei a (2019) o e s a desc ip ion and some hough s on his p ojec . ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 88 3.2.5 Dili Ruy Cina i Po uguese School and Re e ence Schools/Lea ning and T aining Cen es (CAFE) A inal no e o he mul iple ac i i ies and p ojec s o Po uguese coope a ion wi h Timo -Les e in he con ex o Po uguese language eaching and expansion in his coun y mus men ion he quali y o a p ojec o highligh in he Timo ese scena io: Escola Po uguesa de Díli – Cen o de Ensino e Língua Po uguesa – Ruy Cina i (EPRC). This ins i u ion s a ed i s ac i i ies in 2002 in p o isional a angemen s , bu i was only o mally c ea ed in 2009 – Dec ee-Law No. 48/2009, Feb ua y 23. I esul s om a coope a ion ag eemen be ween Po ugal and Timo -Les e in May 2002. I s eaching s a is mainly made up o Po uguese eache s. I welcomes mo e han a housand na ional and in e na ional s uden s, dis ibu ed om p e- school educa ion o seconda y educa ion. The school adop s he Po uguese cu iculum wi h sligh adap a ions. A e comple ing he aining cou se, s uden s can apply o a end Po uguese uni e si ies in he gene al con ingen o in a specially dedica ed con ingen . I is an ins i u ion o excellence wi hin he Timo ese scena io, and assumes he ole o a model o be ollowed by o he ins i u ions. The ecogni ion o his high-quali y school led o he signa u e be ween Timo ese and Po uguese go e nmen s, on Ap il 16, 2010, o a p o ocol o he cons i u ion o EPRC hubs. Fou o hem s a ed wo k in he 2010/2011 school yea and one in he ollowing yea . A new p o ocol, signed on Sep embe 28, 2011, changed he s a us o hese cen es o he designa ed ‘Escola de Re e ência’ (Re e ence School), o be in eg a ed in o he Timo ese educa ion ne wo k on Janua y 1, 2013, wi h he exis ence o one pe dis ic ( hi een in o al). Con a y o wha happens wi h he EPRC, he Timo ese cu iculum was adop ed in hese schools, bu he language o ins uc ion was gua an eed o be Po uguese. The eaching s a was made up almos exclusi ely o Po uguese eache s. These schools s a ed o ecei e s uden s om he 1s cycle o basic educa ion, bu expanded hei scope o aining o new cycles and le els o educa ion as s uden s p og essed. They also hos ed kinde ga en/p e- school educa ion ooms. The e e ence schools also se ed as spaces o ca ying ou cu icula in e nships o Timo ese s uden s on con inuing eache educa ion cou ses and, p og essi ely, some new g adua es ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 89 we e admi ed o hei eaching s a , p o iding p o essional in eg a ion unde he u elage o Po uguese eache s. A he end o 2014, a new coope a ion p o ocol embodied he ans o ma ion o hese schools in o Cen es o Lea ning and School T aining in Timo -Les e (CAFE), essen ially main aining he philosophy, objec i es and p ac ices o he p e ious model. These s uden and eache aining p og ammes emain ac i e. 4 Po uguese spoken in Timo -Les e The Po uguese language spoken by he Timo ese has ecei ed li le a en ion om esea che s and emains unde s udied, he e o e no much can be said abou his heme. Howe e , in his sec ion, we discuss wha is known so a , e iew he exis ing bibliog aphy and p esen he main esul s and con ibu ions achie ed. 4.1 Resea ch on he Po uguese spoken by he Timo ese The s udies ha had deal wi h he Po uguese spoken by he Timo ese be o e he independence o Timo , al hough pionee ing, we e ew and b ough only p elimina y in o ma ion. The analysis in Thomaz (1974) is b illian , b inging his o ical, social and linguis ic in o ma ion on he ex en o which he so-called “Dili squa e Po uguese” (a ecu ing e m o e e o he Po uguese language spoken in Timo ) e e ed o a c eole a ie y o Po uguese o simply o he Po uguese spoken by he Timo ese. 14 Thomaz (1985) is dedica ed o his o ical and sociolinguis ic issues, and Thomaz (1995) is conce ned wi h some no able aspec s o he Po uguese lexicon spoken by Timo ese. Cos a (1995) p oduces a no e which ecognizes he Po uguese spoken in Timo as a dis inc a ie y and di e en ia es i om Eu opean Po uguese, augh and spoken in Timo -Les e by he Po uguese. In Bax e (1996) he e is an ex ensi e s udy on he Po uguese language in Asia, wi h an en i e sec ion 14 The c eole a ie y spoken in Timo is cu en ly ex inc and is known as Bidau C eole Po uguese, named a e he neighbo hood in Dili ou ski s (Timo -Les e capi al). Bidau was he loca ion in which he c eole was spoken. Bax e (1990) emains he mos comple e linguis ic s udy on his c eole a ie y. ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 90 dedica ed o Po uguese in Timo , wi h analysis o bo h he c eole and he Po uguese a ie ies and he e is also some in o ma ion on his o y, acquisi ion and eaching Po uguese on he island. This scena io, howe e , has no imp o ed much in he beginning o he 21s cen u y. The e a e some au ho s, such as B i o & Bas os (2007) and B i o & Co e-Real (2006), who, despi e commen ing on some ea u es o Po uguese spoken in Timo -Les e, end up conside ing hem only as e o s o no m de ia ions. Ca alho (2002/2003) p esen s he i s in es iga ion o ha pe iod in which she sees linguis ic da a as a a ie y, as she dedica ed he sel o an in es iga ion o he lexicon, p oducing a co pus on which she based he conclusions. She e en poin s ou common ea u es wi h Asian Po uguese c eoles (such as Malacca, Macao and Indo-Po uguese) and o he es uc u ed a ie ies o he Po uguese language in Asia, such as Po uguese om Singapo e, Flo es and Jaka a. The nex signi ican in es iga ion came only wi h Busque s’ disse a ion (2007), in which he au ho analyses a se ies o s uc u es ound in di e en ex ual p oduc ions, sepa a ing hem in o lexical cohesion, g amma ical cohesion and e e encing. The e is also con e sa ion analysis based on a co pus p oduced by he au ho , in which she highligh s cha ac e is ics such as he e o- epe i ion, sel - epe i ion, hesi an epe i ion, illed pauses and un illed pauses. San os (2009) dedica es a chap e in he disse a ion o he s udy o he null subjec pa ame e and e bal in lec ion in Po uguese in Timo -Les e. The au ho sepa a ed he da a collec ed in o wo g oups: g oup 1 (speake s be ween 18 and 20 yea s old who s a ed lea ning Po uguese in hei eens) and g oup 2 (speake s be ween 40 and 55 yea s old, who had been in con ac wi h Po uguese since childhood). Thus, o g oup 1, he Po uguese language has he na u e o a o eign language, while o g oup 2 i is cha ac e ized as L2. The esul s showed ha , in g oup 1, he null subjec was only 15% employed, while in g oup 2, he pe cen age is highe , eaching 31%. In Albuque que (2010), he au ho conduc s an in oduc o y s udy on he p osody o Po uguese spoken in Timo -Les e, bu s ill conside s ce ain aspec s as ‘peculia i ies’ spoken by he Timo ese. Modi ying his analysis in Albuque que (2011), he au ho a gued he hypo hesis o he Po uguese spoken in Timo -Les e being an eme ging a ie y o he Po uguese language. This au ho also has a se ies o desc ip i e s udies, o which we will men ion only he main ones: a s udy dedica ed o he lexicon (ALBUQUERQUE, 2012a), in which he esumes he p e ious con ibu ions om Thomaz ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 91 (1995) and Ca alho (2002/2003), a p elimina y in es iga ion o he mo phosyn ax (ALBUQUERQUE, 2012b); and an analysis o e bal ma ke s in he ligh o language acquisi ion and languages in con ac (ALBUQUERQUE, 2014). Ba o éo (2010, 2011), as he p e ious au ho , also ca ied ou se e al s udies, among which we will men ion he mos impo an ones. Applying cogni i e and ex ual linguis ics, he au ho app oaches and analyses he use o ‘al eady’ (P . já) as a ma ke o pe ec i e aspec by he in luence o he L1 o Timo ese speake s, who p esen such a s uc u e, such as Té um iha ‘al eady, pe ec i e ma ke ' (BATORÉO, 2010) and he cons uc ion ‘é que’ used in Timo -Les e Po uguese (TLP) in a di e en way om Eu opean Po uguese (EP), as a discu si e ma ke o emphasis (BATORÉO, 2011), and also by he in luence o local languages om Timo -Les e, in which he speake has a local language as L1 and ans e s i s cha ac e is ics o Po uguese. Albuque que’s (2014) analysis was based on such esul s. In ecen yea s, mos in es iga ions in o TLP ha e ocused on discussing whe he i is a a ie y o he Po uguese language, o has ai s o he p ocess o L2 acquisi ion/lea ning, o jus de ia ions om s anda d EP. A onso & Goglia (2015a, 2015b) s udy some sen ences o Po uguese spoken by Timo ese immig an s esiding in Eu ope, a es ing ha hese a e inno a ions o a non-dominan a ie y s ill unde cons uc ion, he e o e uns able. O he au ho s, such as Holm, G eksako a & Albuque que (2015) and Ba o éo (2016), desc ibe TLP linguis ic s uc u es and i as an eme ging a ie y in he p ocess o s abiliza ion and p esen ing some a iable s uc u es as well. Based on he esul s ci ed abo e, i is possible o a es ha TLP is a new and speci ic a ie y ha is s ill in o ma ion, and he e o e he cha ac e o ce ain s uc u es is a iable, as we poin ou below. Thus, he linguis ic ai s ound, some imes conside ed e o s, peculia i ies o aspec s o he acquisi ion o L2, a e ac ually p ope ies o his ecen a ie y, which some au ho s call ‘Timo -Les e Po uguese’ (TLP) 15 . Acco ding o he esul s o Lusophone coope a ion and o he linguis ic esea ches ca ied ou , wha can be obse ed un il he p esen is ha he e seems o be no dialogue be ween he di e en 15 Gonçal es (2004) a gues he same o Mozambican Po uguese. The au ho a i ms ha such linguis ic cha ac e is ics a e speci ic and e idences om a new A ican Po uguese a ie y. This linguis ic si ua ion is also in es iga ed in o he languages in con ac spaces o o he o me colonies, as Pla , Webe & Ho (1984) called ‘ he new Englishes’. ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 92 pa ies in ol ed, e en wi h all he ma e ial and human e o s. Linguis s a e cen ed on hei objec o s udy, dis ega ding educa ional issues. In addi ion, eache s and o he p o essionals in eaching p ojec s and coope a ion also ocus on eaching he Po uguese language, o hey ha e pedagogical conce ns, dis ega ding he ad ances and esul s om linguis ic esea ch. In addi ion o being nega i e o bo h sides ha would only bene i om wo king oge he , his lack o dialogue is e en mo e ha m ul o linguis ic esea ch, because i is in an ini ial s age and depends on esou ces and quali ied labou o mo e o wa d. This scena io mus be di e en , since bo h sides ha e he common goals o ac ing on Po uguese language eaching and expansion. 4.2 Timo -Les e Po uguese: speci ic cha ac e is ics TLP has speci ic p ope ies, ha is, cha ac e is ics ha a e ema kable o his a ie y. We highligh below he main ones a he di e en le els o linguis ic analysis. A he phone ic-phonological le el, TLP is cha ac e ized by a ia ion in pala al segmen s (1) and a se ies o me ic es ic ions, mainly a ec ing accen ua ion and syllable (2) 16 : 1. Pala al consonan s: > s, s chega [se.‘ga.a] ~ [‘s e.ga] ‘ o a i e’; chá [s a] ‘ ea’; bicho [‘bi.su] ‘pe ’; > , l, l elho [‘ e.l u] ~ [‘be.l i] ‘old’; olho [‘o.liu] ~ [‘oi.lu] ‘eye’; espelho [es.‘pe.lu] ~ [es.‘pe.liu] ‘mi o ’; > , n, n inho [‘bi.niu] ~ [‘ i.n u] ‘wine’; ascunho [ as.‘ku.niu] ~ [ as.‘ku.n u] ‘d a ’; boni inho [bo.ni.‘ i.iu] ~ [bo.ni.‘ i.n u] ‘beau y’; > , z, d , z , d 16 TLP ansc ip ions and da a a e om Albuque que (2010, 2011, 2012a). We ha e kep he au ho ’s phone ic in e p e a ion and spelling. ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 93 ajuda [a.‘zu.da] ~ [a.‘d u.da] ‘[ o] help’; João [‘z u.an] ~ [‘du.an]; já [z a] ~ [d a] ~ [da]; hoje [‘o.ze] ~ [‘o.d i] ‘ oday’. 2. alica e > [al.‘ka. i] ‘plie s’, ele one > [‘ el. on] ‘ elephone’, cha e de enda > [xa.‘ en.da] ‘sc ewd i e ’, co e > co e [‘k . e] ‘ o un’, uma > uma [‘ u.ma] ‘ o smoke’, do mi > do mi [‘d .mi] ‘ o sleep’, dis i al > [dis. i.‘ a.al] ‘dis ic ’, animal > [a.ni.‘ma.al] ‘animal’, dou o > [do.‘ . ] ‘doc o ’, senho > [se.‘n . ] ‘mis e ’. TLP mo phosyn ax aces a e a iable in numbe and gende ag eemen (3), e bal pa adigm educ ion (4) and a iable copula use (5): 3. a) Mui o pessoas que não pode ala po uguês. ‘Ve y pe son ha could no speaks Po uguese’ b) Os cidadão po uguês é ambém i em em imo pa a ajuda os p o esso . ‘Po uguese ci izens is also hey li e in Timo o help eache .’ 4. c) Ago a colega pode sai. ‘Now colleague can lea e.’ d) Ele za sega mui u sedu. ‘He al eady come e y ea ly.’ 5. e) Eu ambém (é) mui o con en e ‘I (am) also e y happy’ ) A língua po uguês é uma língua que (é) mais impo an e Timo ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 94 ‘Po uguese language is a language ha (is) mo e impo an Timo .’ The e a e no able cha ac e is ics in TLP lexicon and seman ics such as loans om local languages (6), Malay, Indonesian and Asia C eoles Po uguese (7), seman ic changes (8) and 16 h- cen u y Po uguese e en ions (9): 6. ais ‘ adi ional es ’; liu ai ‘local chie ’; suco ‘hamle ’; ua ‘palm wine’; da ó ‘noble’; bua ‘chewing ma e ial’; 7. sauga e ‘ o gi e’; maina o ‘domes ic employee’; su a ‘documen , le e , pape shee ’; ba laque ‘dow y’; ka uas ‘elde ’; jambua ‘g ape ui ’; 8. amo ‘p ies ’; mo ado ‘na i e mili ia’; opaz(es) ‘mes izo’; se iço ‘wo k, job’; es ilo ‘ adi ional ce emony o killing animals’; colega ‘ o m o add ess among iends o he same age’; mes e ‘ eache ’ and docen e ‘p o esso ’; aluno(a) ‘s uden in school’, and es udan e ‘uni e si y s uden ’; alo ‘school exam esul s’; 9. ca e a ‘ca ’; o mosu a ‘beau i ul’; gen io ‘non-Ca holic Timo ese’; aça a e ‘a ype o ound baske ’; chumaço ‘pillow’; acho ‘Chinese po ’. We emphasize ha TLP, wi h i s speci ic p ope ies men ioned abo e, coexis s wi h EP, mainly in eaching and daily con ac 17 . Fu he mo e, he Po uguese language, as well as he local Po uguese a ie y is acqui ed as L2, since Timo ese ci izens ha e he na i e language spoken in he place whe e hey a e bo n as hei mo he ongue. Po uguese is acqui ed only wi h pa en s who speak ha language o when augh in school. 17 This con ac occu ed in di e en ways, mainly be ween Po uguese and Timo ese ci izens and wi h Po uguese ma e ial cul u e (e.g. ele ision shows, adio/ music, websi es in Po uguese, books, newspape ). ISSN: 2317-2347 – . 9, n. 4 (2020) Todo o con eúdo da RLR es á licenciado sob C ea i e Commons A ibuição 4.0 In e nacional h p://dx.doi.o g/10.35572/ l . 9i4.1929. 95 This complex scena io o mul ilingualism wi h se e al languages belonging o di e en gene ic a ilia ions on he island o Timo , he his o y o con ac wi h di e en peoples and languages, and he di e en p ojec s o eaching and expanding Po uguese language in Timo ese e i o y ha e con ibu ed bo h o he cu en linguis ic si ua ion in Timo -Les e and o he con igu a ion in which he Po uguese is ound. In ou iew, u he in es iga ions should be conduc ed o a be e e alua ion o TLP, expanding he exis ing da a, making mo e de ailed desc ip ions, ca ying ou analyses abou he acquisi ion p ocesses o his a ie y, compa ing i wi h o he language acquisi ion p ocesses al eady known and also wi h speci ic acquisi ion p ocesses o Po uguese as L1, and e i ying whe he TLP is acqui ed as L2 o as L3 – his is an impo an ask – in he same way ha Timo ese speake s acqui e Po uguese in i s Eu opean s anda d. Only wi h eliable da a and scien i ic esul s can i be assessed whe he he TLP a ie y is in con lic o p esen s any p oblem in he language acquisi ion p ocess and/o Po uguese eaching o Timo ese ci izens. While we do no ha e such esul s, we ha e adop ed a scien i ic and ecological a i ude o p ese a ion, seeing linguis ic (and dialec al) di e si y as posi i e. Fu he mo e, only ime will ell i ce ain p ope ies will s abilize, i hey appea as a iable ules, hus leading o he wo coexis ing no ms, o i he e will be a con e gence be ween hem, wi h TLP app oaching EP a e yea s o con ac and o mal educa ion. The esul s o ex ensi e in es iga ions may help o con igu e coope a ion ac ions in he con ex o Po uguese speaking. Scien i ic knowledge abou he Po uguese L2 acquisi ion by he Timo ese, language a ia ion by hese lea ne s, he di e en ia ion o ung amma ical cons uc ions, a iable ules o TLP s abilized ea u es and he in luence o he mo he ongue, among o he hemes, would con ibu e g ea ly o eaching ac ions a di e en le els, and in Timo ese con inuing eache educa ion. In addi ion, linguis s could also b ing g ea e knowledge o such p ojec s, especially hose aimed a applied linguis ics and Po uguese as a non-na i e language in o de o o mula e be e ma e ials, eaching asks and assessmen s o eaching Po uguese in Timo -Les e. Final ema ks