Language of instruction as an inclusive language in the lower public primary schools in Gauteng Province

Abstract

This study investigates the use of language of instruction as a tool for inclusion in lower primary public schools in Gauteng Province, South Africa. However, many learners in Gauteng's lower primary public schools face exclusion due to a mismatch between their home language and the classroom language. This disconnect often results in reduced comprehension, participation, and academic performance, particularly for children from multilingual and marginalized communities. The exclusion of many learners in Gauteng's lower primary public schools is due to a mismatch between their home language and the language of instruction. This linguistic mismatch creates a disconnect that negatively impacts comprehension of classroom content, participation in learning activities, and academic performance, especially for those from multilingual and marginalized communities. This challenge highlights a gap between the linguistic realities of learners’ home languages and the language policies and practices in schools that often favour dominant languages. As a result, the study seeks to explore how language can be better leveraged as a tool for inclusive education, addressing this gap through theory-informed research and practical recommendations. Guided by Vygotsky’s social development theory and Bandura’s social cognitive theory, it investigates how language supports inclusive education for learners from diverse linguistic backgrounds. Using interviews, classroom observations, and document analysis, the research captures the perspectives of teachers, learners, and stakeholders. Findings reveal both challenges and opportunities in implementing inclusive language practices in multilingual classrooms. The study emphasizes the need for language policies that reflect South Africa’s linguistic diversity to ensure all learners feel valued and included. Despite some progress in inclusivity, the research underscores the need for a more coordinated approach to language use in education. It offers practical recommendations for educators, policymakers, and schools to improve language instruction and promote better learning outcomes through inclusive and contextually relevant language practices.