Progressed by English: A Quest for Africanisation of Language Instruction in Limpopo Rural Public Schools

This article focuses on the challenge of English as a language of instruction in relation to progressed learners in Limpopo province. In this regard, the language of teaching and learning is critical in the learning process because it can determine the learning success of learners. In other words, it can determine whether some learners progress or not. The researchers used a qualitative approach to collect data using semi-structured interviews with learners, teachers, parents, principals, and departmental officials in the rural areas of Limpopo. Investigations revealed that progressed learners and learners at risk are faced with several challenges at secondary schools. Deploying Africanisation as a theoretical framework, we argue that the hegemony of English as a language of instruction needs to be counteracted by the accommodation of local African languages in the learning process.