This article makes the case for conducting ethnographic research of a multi-scalar nature that links language policy processes and ideologies of language with everyday practices, on the ground, in local schools and classrooms. As with other researchers engaged in the ethnography of language policy (e.g. McCarty, 2011; Johnson, 2013), my concern is with the ways in which language policies in multilingual countries are translated into classroom practice, the ways teachers and school administrators understand and respond to policy changes and the ways in which communication between teachers and learners is shaped by the introduction of a new medium of instruction. The research presented here focuses on language policy and classroom practice in Timor-Leste. On Independence in 2002, Tetum and Portuguese were chosen to be the two official languages of the country and the main languages of teaching and learning in the school system. My main research sites have been primary schools and classrooms in Timor-Leste and I have adopted a linguistic ethnographic approach, combining ethnography with close analysis of classroom discourse and with discourse analysis of policy documents and interviews. I have used the concept of language ideology as an analytical lens in examining the language policy discourses of policymakers and teachers. Teachers in Timor-Leste are regarded by policymakers as the mere facilitators of the process of implementing Tetum and Portuguese language-in-education policy within the education system. Through the analysis of interview data presented here, I show that teachers assumed this role and shared the belief that Tetum and Portuguese were legitimate official languages of Timor-Leste. Then, through analysis of codeswitching in classroom interaction, in one Year 6 classroom, I show how values around Tetum and Portuguese were being discursively constructed by the teacher, particularly in talk around monolingual texts in Portuguese.

中文翻译：

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从关于教育中的语言政策的话语到课堂中的语言实践——东帝汶多标量性质的语言民族志研究

本文提出了进行多标量性质的民族志研究的案例，该研究将语言政策过程和语言意识形态与当地学校和课堂的日常实践联系起来。与其他从事语言政策民族志研究的研究人员一样（例如 McCarty，2011；Johnson，2013），我关心的是多语言国家的语言政策转化为课堂实践的方式，教师和学校管理人员理解和回应的方式政策变化以及教师和学习者之间的交流方式是通过引入新的教学语言来塑造的。这里介绍的研究侧重于东帝汶的语言政策和课堂实践。2002年独立，德顿语和葡萄牙语被选为该国的两种官方语言和学校系统的主要教学语言。我的主要研究地点是东帝汶的小学和教室，我采用了语言民族志方法，将民族志与课堂话语的密切分析以及政策文件和访谈的话语分析相结合。我使用语言意识形态的概念作为分析政策制定者和教师的语言政策话语的分析镜头。东帝汶的教师被政策制定者视为在教育系统内实施德顿语和葡萄牙语教育政策过程的单纯推动者。通过对这里提供的采访数据的分析，我表明教师承担了这一角色，并相信德顿语和葡萄牙语是东帝汶的合法官方语言。然后，通过对课堂互动中的语码转换的分析，在一个 6 年级的课堂上，我展示了教师如何通过话语构建围绕德顿语和葡萄牙语的价值观，尤其是在谈论葡萄牙语的单语文本时。