African languages to the rescue: English medium instruction in South African schools

The popularity of English as the most widely spoken language globally, whose reach is multidisciplinary, necessitates the use of English as the medium of instruction (EMI) in schools worldwide, including South Africa. However, for rural schools’ learners in this study, the use of English creates difficulties exacerbated by inadequate teacher training and resources in the classrooms. Backed by cognitive theory, this study aimed to assess implementation of EMI in schools in an education district of South Africa. A sample of Grade 9 learners and their teachers from six schools in the district participated in focus group interviews and semi-structured interviews. The data analysed through qualitative content analysis pointed to average learner performance, indicating a lack of understanding of English. Learners also voiced preferences to be taught through the indigenous language, Tshivenḓa, whose vocabulary they could easily grasp. The study recommends the use of code-switching during teaching, learners’ extensive and consistent interaction in English and constant teacher training to help learners understand the language better.