ABSTRACT
The learning role of students in most schools in Southern Africa, even progressive ones, is essentially passive. In the case of critical language teaching, precisely because of what it is that they are trying to teach, classroom practice and classroom content are like the two wings of a bird. A crucial insight for the successful implementation of critical language teaching within a classroom is the perception by the teacher of students as social agents within the educational institution and not as isolated individuals. Learner-centred critical language teaching, as the author tries to outline it in theory, can provide a way forward which does not ignore the realities of the present regional context. He set about trying to think, therefore, of euphemisms in relation to school discourse, particularly in terms of their frequency and location of occurrence in his present school, Maru a Pula.
