Revering Heritage, Empowering High School Learners: Enhancing English through Multilingual Inclusion

While South African language policies espouse multilingualism, the education system appears to function differently. Although policies recognise learners’ home languages, most schools choose either English or Afrikaans as the medium of instruction. This article considers a Heritage Day event at a high school in KwaZulu-Natal where language rights were respected, albeit for a short time, transforming learning and empowering second-language learners. It aims to explore how fostering multilingualism can promote the development of listening and speaking skills in English, empower learners, and enhance confidence and participation. The key question is, how may the use of learners’ home languages alongside English instruction enhance linguistic confidence and participation? This article is part of a larger study using a critical paradigm and qualitative approach, with data generated through field notes, observations, and interviews. The findings reveal that when home languages and English are respected, learners gain a deeper appreciation for both, leading to increased self-confidence, better expression, a sense of belonging, and greater classroom participation. Considering this, I suggest the use of learners’ home languages, sparingly, to enhance their motivation towards and confidence in the learning of English. The findings offer valuable insights into fostering multilingualism as a strength in English language education by supporting transformative approaches that celebrate linguistic diversity, nurture confidence, and empower English language learners. Integrating learners’ home languages alongside English instruction can significantly enhance language learning. It is recommended that schools incorporate multilingual practices, train teachers on how to support language diversity, and advocate for policies that value linguistic inclusion to further empower learners.