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

Although Scots is listed by the European Bureau for Lesser Used Languages as one of the UK's minority languages, its historical development and its contemporary standing have been significantly affected by a perception that it is a non-standard dialect of English, to which it is closely related, rather than a language in its own right. By considering the historical context of Scots and drawing together evidence concerning its contemporary situation, this paper reflects on the linguistic vitality of Scots at the start of the 21st century. Making educational provision for minority languages is now recognised as a crucial factor in their survival. A critical analysis of current educational policy affecting Scots is therefore presented, in order to assess the role which educational provision might play in the future in strengthening the language. Finally outlined is the scope of research needed to evaluate the success of current and future classroom initiatives and to determine more effective educational policy and practice for the support of Scots and its speakers.

Reports on an ethnographic research project in Liverpool, England. Aimed to build an understanding of the communicative and symbolic roles of languages and literacies in the Liverpool Somali community, which forms part of the Somali diaspora within Britain. The role of literacy is of particular interest in the context of a vigorous oral tradition and of the relatively recent introduction of a writing system for Somali in 1972. (Author/VWL)

Examines debate over educational language policy in Botswana and Tanzania. Proposes that descriptions of classroom practice are necessary for effective educational language planning. Describes bilingual code switching and reliance on teacher-centered recitation routines. Argues that more creative and effective teaching and learning can be facilitated by explicitly bilingual pedagogies. (CAJ)