Accomplishing lessons in postcolonial classrooms: comparative perspectives from Botswana and Brunei Darussalam

摘要: Drawing on observations and audio‐recordings of classroom language use in two postcolonial societies, the Republic Botswana Africa Sultanate Brunei Darussalam south‐east Asia, this study seeks to explore how teachers pupils face challenge accomplishing teaching learning using a which is not their own. In both Darussalam, English official instruction for some subjects from mid‐primary school level. Unlike many comparative studies concentrate macro or national level, focus micro‐level interaction. The shows that there are similarities differences across contexts ways engage with language(s) through range monolingual bilingual strategies. comparing discourses primary‐level classrooms demonstrates tensions policies practices postco...