ABSTRACT
In this chapter, Newman explores the kinds of intentionality that can be identified in instances of translation and explanation of key disciplinary terms by lecturers in development-related disciplines in Timor-Leste. Drawing on research conducted at three higher education institutions, he analyses lecturers’ own professed strategies for translating words that they see as central to their disciplines. He examines the complexities and nuances of these lecturers’ performative roles as language planners as they explain their strategic moves across multiple languages for the socialisation of their students into particular ways of communicating in disciplinary and industry contexts.
