Unlocking historical understanding: The role of English language proficiency in Grade 12 History teaching and performance in South Africa

Abstract

This research explored the influence of English language proficiency on Grade 12 History teaching and learning in South African high schools. It examined the impact of English as the main language of teaching and assessment on learners’ understanding of historical concepts, participation in class, and academic results. Guided by Cummins Cognitive Academic Language Proficiency ( CALP) concept, the study used a qualitative case study design with semi-structured interviews and non-participant classroom observations in rural, township, and urban schools. The findings showed that learners generally achieve a contextual understanding of historical events, but their limited academic English skills hinder their source-based analysis, extended essay writing, and higher-order reasoning. Teachers tried to solve these problems by switching between languages and translanguaging, which improved understanding and learners’ confidence, but these strategies were seldom used and lacked structured pedagogical support. The study concluded that the predominance of English, without targeted linguistic support, disadvantages learners from multilingual and marginalized communities. It recommends professional development, curriculum-based language support, and pedagogical strategies that both value learners’ multilingualism and strengthen their academic English proficiency. This research imparts a new perspective to the existing knowledge by proving that historical literacy requires linguistic justice.