Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach

Language of instruction in schools in low‐ and middle‐income countries: A systematic review

“…First, was the nature and complexity of the MT's orthographic properties (Brunette et al, 2019). This is critical given that there may not be a one‐size‐fits‐all for MT program development, and that language‐specific pedagogy is important in the development of a MT program (Benson, 2000; Caffery et al, 2016). Second is political will, community demand for each language, and the status of each language in the community and the educational system (Caffery et al, 2016; Harden, Sowa, & Punjabi, 2020; National Council of Educational Research and Training [NCERT], 2011).…”

“…This is critical given that there may not be a one‐size‐fits‐all for MT program development, and that language‐specific pedagogy is important in the development of a MT program (Benson, 2000; Caffery et al, 2016). Second is political will, community demand for each language, and the status of each language in the community and the educational system (Caffery et al, 2016; Harden, Sowa, & Punjabi, 2020; National Council of Educational Research and Training [NCERT], 2011). The third factor related to the importance of having contextually relevant teaching and learning materials (National Council of Educational Research and Training [NCERT], 2011).…”

“…In terms of the types of inputs that are most likely to impact within language learning outcomes, i.e., MT inputs on MT outcomes and later language inputs on later language outcomes, both the quantitative and qualitative studies showed that high‐quality, structured textbooks along with continuous teacher support on how to engage meaningfully with the books (Brunette et al, 2019; Caffery et al, 2016; Harden et al, 2020; Lucas et al, 2014; Milligan et al, 2016; Sailors et al, 2010; Simsek & Alisinangolu, 2008) were critical variables in impacting within language literacy outcomes.…”

“…Specifically, we included the following study designs for quantitative studies: (1) experimental designs using random assignment to the intervention and ( 2) quasi-experimental designs with non-random assignment (such as regression discontinuity designs, "natural experiments," and studies in which participants self-selected into the program). Quasi-experimental studies were required to (1) collect longitudinal data (baseline and end line) or cross-sectional data (end line) from treatment and comparison groups and ( 2) use propensity score or another type of matching, difference-indifferences estimation, instrumental variables regression, multivariate cross-sectional regression analysis, or other forms of multivariate 4We follow the definition of systematic reviews and evidence syntheses from the Campbell Corporation: "a systematic review is an academic research paper… that uses a method called evidence synthesis to look for answers to a pre-defined question." analysis (such as the Heckman selection model or multivariate ordinary least squares regression analysis).…”

The integration of Acehnese words in Kamus Besar Bahasa Indonesia

“…Besides the Acehnese language, many other local languages have been developed in Aceh, including Gayo, Alas, Tamiang, Aneuk Jamee, Singkil, Kluet, Devayan, Sigulai, and Haloban (Wildan, 2010). These local languages need revitalization, so their presence as the mother tongues is even stronger (Caffery et al, 2016;Muliawati & Yusnida, 2022). Of these local languages in Aceh, only Acehnese, Gayo, and Alas have been recorded as contributors to the Indonesian vocabulary by 3.08%, 1.24%, and 0,83%, respectively (Budiwiyanto, 2009).…”