High School English First Additional Language Learners’ perceptions about multilingual education in a classroom: A case study

Abstract

Endorsement and practice of multilingualism is of inestimable necessity in a country with such history as South Africa. This study was driven by the need to identify with the high school English first additional language (EFAL) learners’ perceptions about multilingual education in a classroom. This qualitative study involved 20 learners divided into four interview focus groups. The chosen high school learners were purposively selected to share their observations and experiences about mother tongue education in one education district of South Africa. Findings point to the learners’ support of English as the main medium of instruction for socio-economic reasons. The learners indicated that their teachers code-switch when they teach them. The learners also code-switch as they communicate either with their teachers, friends and parents. The high schools need to put structures in place that will ensure that multilingualism as a policy is implemented to the fullest.

Key terms: bilingualism; multilingualism; first additional language; translanguaging; Language-in-Education policy, code-switching