295 43 Mother tongue-based multilingual education: A new direction for Timor-Leste Kerry Taylor-Leech 1 and Agustinho Caet 2 The selection of the medium of instruction is one of the most challenging and contentious decisions facing education policymakers, since it has such far-reaching effects and implications. Controversy over the role and status of languages in the East Timorese school curriculum has dominated debates about educational quality since independence. This chapter opens with an overview of the current challenges facing education planners in Timor-Leste. We briefly review the language situation and go on to describe the current educational policy context, identifying some recent legislative and policy initiatives which have bearing on the use of languages in education. Recently, a new policy approach has been advocated in the mother tongue-based multilingual education (MTB-MLE) policy for Timor-Leste. A national debate on this policy was launched in February 2011. Whilst we stress that at the time of writing its recommendations have not been officially endorsed by the government, MTB-MLE pilot projects will begin in a small number of pre and primary schools in 2012. We explain what is meant by MTB-MLE and discuss why it presents an exciting opportunity for educational development in Timor- Leste. Current challenges in the East Timorese school system Despite improvements in educational provision since independence, Timor-Leste still faces challenges to the achievement of education for all (EFA). A great many children still miss the opportunity for early learning and primary education: At present, only 11% of children attend pre-school (TLSDP 2011, 16) and according to the 2010 Census, net primary school enrolment is only 70.8% 3 . Although the current mean youth literacy rate 4 of 79.1% 5 represents an improvement on previous years, the fact that so many young people remain illiterate does not bode well for their educational prospects and their ability to build secure economic futures or become active, well informed, citizens. Three persistent challenges to EFA are low enrolment, grade repetition and high dropout, particularly in the later primary grades. Statistics show that at least 70% of students do not reach Grade 6, let alone complete primary education (MOE 2009, 23). Most dropouts occur before Grade 2, with Grade 9 enrolments standing at less than a quarter of those in Grade 1. High grade repetition results in overcrowding and overage children in early grades. Dropout and repetition increase the costs, reduce the consistency and compromise the effectiveness of children’s education. Low student retention can be attributed to a number of causes including long distances between home and school, parental concerns about safety, especially for girls, inadequate water and hygienic facilities in schools, financial barriers and low levels of parental education, literacy and understanding. However, it is increasingly recognised that the use of a second or foreign language for instruction plays a major role in educational underachievement, poor literacy development and early dropout (see, e.g. Benson 2004, 2005; Chimbutane 2011; Ouane 2003). Numerous studies show that school attendance and retention figures improve and academic performance is enhanced when L1s are used as languages of instruction (see, e.g. Ball 2010; Cummins 2000, 2001; UNESCO 1953, 1990, 2007a, 2007b). 1 Griffith University, Queensland, Australia 2 Ministry of Education, Timor-Leste 3 UNESCO 2008 indices show that net primary enrolment is lower than all other countries in the region; e.g. Brunei Darussalam and Malaysia, 97%; Indonesia, 98%; Philippines, 92%; Cambodia, 89%; and Laos, 82%, http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=125&IF_Language=eng&BR_Fact=NE FST&BR_Region=40515 ), viewed 11 May 2011. 4 The percentage of the population between the ages of 15 and 24 who can read or write in any of the languages recognised in the Constitution. 5 http://dne.mof.gov.tl/published/2010%20and%202011%20Publications/Census%20Summary%20English/Englis h%20Census%20Summary%202011.pdf .