Abstract
This paper contextualises the Communication in English course offered by Departments of Communication in technikons (now universities of science and technology) in South Africa, against the backdrop of our national literacy and educational history. It examines the notion of performance as an alternate literacy intended to enact the tenets of outcomes-based education (OBE), which in this country has been described as a transitional and transformational attempt to remould educational systems in tandem with broader social change (Olivier, 1998). The curricular goals of OBE for Communication could, I argue, be effectively addressed through the introduction of performance strategies and a considered selection of literary texts in Communication courses.
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