Teaching of the Portuguese Language in Timor-Leste School Multilinguist Context to harmonization in future (2025)

Research Article

Abstract

Introduction: This study will aim to analyze the process of teaching the Portuguese language in the context of the Educational System in Timor-Leste from its presence in the introduction by the Missionaries through Evangelization and, above all, from its embryonic initially in the Timorese educational system for articulation with various support services for national languages, in order to allow the consolidation of the linguistic and sociocultural identity of Timor-Leste, through better knowledge of the Portuguese language and multilingual traditions. It is also our intention to analyze the didactic approaches to bet on communication practice in the aforementioned sustainability education system in the country.

Research objectives: Initially to enable educators to train training who acquire the slightest difference between studying and learning the Portuguese language to be able to teach at the said levels of basic education, as combined to grow in their development of teaching success depends largely on their linguistic, social and cultural competence.

Theoretical Framework: To answer their questions and take into consideration, not only the national language policy, but also with the project of multilingual education based on mother tongues, they introduced it at the beginning of basic schooling. This program was funded by UNESCO and is in operation in three municipalities of the country designated as experimental, under the designation of Pilot Education. At a time when the resistance marked a unique identity in defense, integrating the country's most critical period of 24-year Indonesian military occupation, being among being a language hidden the reality of resistance of the people of Timor-Leste. The Portuguese language in the educational system of the period of total independence and in the training of technical teaching and learning staff, as well as new programs of different perspectives of language policy and educational policy, cited by (Fonseca, S. & Tilman, CB., 2025).

Research Methodology: This study in which we sought to explore and explain the mechanisms used to answer our research questions and doubts, then proceeding to analyze in the discussion the relative availability of the Portuguese language in Timor-Leste.

Result of Discussion: In the context of multilingual in Timor-Leste, the main reasons for the entry on the existence of the Island of Timor are that the Insularity of Timor is the most important part of the Insularity Island of Timor. From the perspective of the older literature, with regard to the sandalwood trade, the texts were repeated almost verbatim in each other, until the end of the sixteenth century, when the Portuguese presence on the Island of Timor, alias Timor-Leste, began to be reported. Timor was not isolated from the world, by the opposites in Southeast Asia and the Pacific between two gigantic countries Indonesia and Australia in socio-economic terms according to (Durand, 2015; cited by Fonseca S. & Tilman CB., 2025).

Conclusion: We have finally reached the end of the trajectory that I have outlined around the study of the Portuguese language in the education system of Timor-Leste from its introduction in the fifteenth century by the missionaries to the present day cited by (Fonseca S. & Tilman CB., 2025).