Brunei’s SPN21 English language-in-education policy: A macro-to-micro evaluation

ABSTRACT

In 2009, Brunei’s Ministry of Education unveiled the National Education System for the twenty-first century, popularly termed the SPN21, to replace the 1984 bilingual education system (the Dwibahasa). What immediately stood out about the SPN21 is the apparent heavier emphasis placed on English over the Official language, Bahasa Melayu, with English being introduced much earlier in the curriculum, i.e. as the medium of instruction for Mathematics and Science from Year 1 onwards. This paper aims to evaluate the efficacies of English language-in-education policies of SPN21, focusing on the interface between macro planning and micro practices. Rather than relying on evaluative measures in terms of national examination results as a benchmark of success, this paper assesses data gathered from two micro agents: the teachers and the pupils. Teachers, as implementers of language policies, collaborate with pupils in the classroom to achieve the goals articulated by the macro planners. The pupils in this study were assessed in terms of their motivation in English language learning whereas the teachers were assessed in terms of support received from the macro agents. The findings of the surveys are encouraging with indications that the English-enhancing initiatives thus far implemented will continue to produce the desired outcomes.

KEYWORDS:

• Brunei
• English language education
• Language-in-education policy
• Bilingual education
• SPN21

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Salbrina Sharbawi is a Senior Assistant Professor in the English Studies programme of Universiti Brunei Darussalam. She obtained a BA (Hons) in Linguistics from University College London in 2000, an MA in Applied Linguistics from the University of York, and in 2009, she was awarded a doctorate degree in Applied Linguistics from Singapore’s Nanyang Technological University. She has taught various modules ranging from linguistics to English for professional/academic purposes, some of which include World Englishes, Pragmatics, Phonology in Language Teaching, Intensive English Language Bridging Course for Filipino Diplomats, and English for Biomedical Sciences. Initially, her research focused mostly on aspects of Sociophonetics. She has since expanded her research interests to include areas of language policy, linguistic landscape, and language variation and change.

Jainatul Halida Jaidin is a Senior Assistant Professor at the Sultan Hassanal Bolkiah Institute of Education (SHBIE), Universiti Brunei Darussalam (UBD) and is also the Director of the Institute of Innovation, Leadership, and Advancement. Jainatul Halida began her career as an Education Officer teaching in a primary school. She joined SHBIE in 2001 as a tutor, where taught educational foundation modules. Her research interests are in the areas of innovative teaching and learning, phenomenography and teacher education. She currently supervises several graduate students studying new instructional strategies in various subject areas. Jainatul Halida currently leads a faculty research on its Initial Teacher Preparation programme, working in collaboration with several colleagues and officials from the Ministry of Education, Brunei Darussalam.

ORCID

Salbrina Sharbawi http://orcid.org/0000-0002-4987-1654

Jainatul Halida Jaidin http://orcid.org/0000-0002-6136-4110