Abstract:
The issue of language of learning and instruction in communities with diverse
linguistic and cultural backgrounds, globally and in South Africa, is always
shaped by socio-economical, political, ideological and hegemonic factors. The
language of instruction and learning in South Africa is politically charged, not only
because of colonial legacy, but more profoundly because of the apartheid legacy.
This article reports on the results of the pedagogies of teachers teaching in
English. The researcher found that most non-native English teachers use their
native language pronunciation when teaching English, which results in mother
tongue interference. On-native speakers end up transferring articulation habits
of first language to second language. There is thus a need to improve quality in
pedagogical practices in this diverse South African background since the
language of instruction is different from the learners' first language for the
majority of the population. The research in this article aims to investigate current
pedagogic practices engaged by teachers from different cultural backgrounds
when teaching English as a medium of instruction and how their practices affect
learners in acquiring knowledge of the English language. The study uses an
interpretive paradigm and in particular, adopts social constructivism to embed
discussions. The study mainly implements a qualitative approach although the
quantitative approach is used to quantify biographical data. The researcher
found that two educational systems seem to exist in South African schools: some
educators use English as a medium of instruction only, whereas others allow
code switching. Education thus becomes a reproductive mechanism of social
class differences.
