Abstract:

The ongoing argument over the use of English as a Learning and Teaching Language in schools was examined in this study. The nature of the language proficiency gap is particularly relevant in light of the present emphasis on learning and educational quality in contemporary debates and the Education Sustainable Development Goal. As a result, an interpretivism paradigm, a qualitative technique, and a case study-based research design were used in the work. Two school principals, two teachers, two members of the School Governing Body (SGB), and four learners were chosen using purposive sampling from two Amathole West Education District schools. We were able to acquire in-depth information on the disputes surrounding the use of English as a language of learning and teaching by using semi-structured interview questions and focus groups. Despite knowing that they do not have the potential to do well in English, teachers found that despite appreciating the value of their mother tongue and cultural identity, they prefer to use English as the language of teaching in schools. On the other hand, the findings revealed that proponents of mother-language-based education argue that learning in a native language \ or mother tongue is a human right.

Keywords:

English First Additional Language Learners, social justice, human capabilities, language proficiency.