Teaching English as a Language or Subject in South Africa

A Pedagogical and Linguistic Dilemma

Abstract

In multilingual South African classrooms, English is expected to serve a dual function: as a subject of academic study and as the language of learning and teaching (LoLT) from Grade 4 onwards. However, in practice, this duality presents a pedagogical dilemma, as English FAL is often delivered with an emphasis on grammar instruction and assessment preparation rather than real-world language use. This qualitative case study investigates whether English is being taught primarily as a language or a subject in South African schools, using Communicative Language Teaching (CLT) as its theoretical lens. Data were collected through semi-structured interviews with teachers, learners, and Curriculum Advisors; classroom observations; and curriculum document analysis. The findings reveal that most teachers, particularly in under-resourced contexts, prioritise textbook-bound, examination-driven instruction, sidelining opportunities for communicative engagement. Learner responses and classroom interactions indicate higher levels of interest and participation when English lessons are interactive, contextually relevant, and encourage authentic use of the language. Curriculum Advisors confirmed that while CAPS promotes communicative competence, its implementation is undermined by overcrowded classrooms, limited pedagogical training, and weak formative assessment practices. Multilingualism in learners’ backgrounds was seldom used as an asset, further limiting inclusive language development. The study concludes that English instruction lies along a continuum, with a few schools implementing hybrid approaches that blend academic rigor with functional language use. It recommends increased investment in teacher development, differentiated curriculum support, and policy alignment to empower teachers and learners to achieve both academic and communicative English proficiency.