Implications of using English as a language of Learning and Teaching: A case study of a Rural High School in South Africa

Abstract

The medium of instruction plays a crucial role in how learners access, engage with, and absorb educational material. In South Africa, the continued use of English as the primary language of instruction, especially in rural areas, raises concerns about its impact on student success and fairness. This case study investigates the educational consequences of using English as the language of learning and teaching (LoLT) in a rural high school in South Africa. Employing a qualitative research methodology grounded in Vygotsky’s Sociocultural Theory, the research purposefully selected six educators and collected data through semi-structured interviews. Thematic analysis revealed that students’ limited proficiency in English hinders their understanding, classroom participation, and overall academic success. Factors contributing to this situation include insufficient learning materials and teachers’ inadequate proficiency and training in teaching English. Nonetheless, early exposure to English was associated with better academic outcomes across grades. The study suggests progressively introducing English from pre-primary education and calls on the Department of Education to invest in teacher training and student-centred English programmes using accessible media resources. The study concludes that while English presents challenges in under-resourced rural schools, its effective implementation, supported by early introduction, targeted language support programmes, and teacher training in translanguaging, can improve learning outcomes. This paper contributes to scholarship by providing empirical evidence on the implications of using English as the language of learning and teaching in a rural South African context, highlighting the gap between language policy and classroom realities. It advances understanding of how limited English proficiency and teacher preparedness affect learner engagement and achievement.