Those from Dusun family backgrounds taking the module are a minority: most students have no family connections with Dusun. We find that offering Dusun as a credit-bearing language module (course) has generated interest among both students and the wider Brunei community. The observation and the survey assist in the understanding of students’ reactions to the curriculum. The research methods include classroom observations, a questionnaire survey and analysis of examination results. Although the initial purpose of introducing ethnic language courses was to encourage students to be familiar with the practices and the cultural knowledge associated with the community of users, their role in language maintenance is also worthy of investigation. We offer a case study of the Dusun language, which is taught as a breadth/elective course at the Language Centre in Universiti Brunei Darussalam. This article investigates the teaching and learning of an ethnic minority language at tertiary level as a strategy for language maintenance and revitalisation.
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