The Medium of Instruction in a Multicultural Classroom: Teachers’ Perspectives in the Eastern Cape Province of South Africa

Abstract

The South African Government has instituted a policy of multicultural education (ME) to ensure inclusivity and equal learning opportunities for all learners. This paper aimed to explore teachers’ perspectives on the medium of instruction in a multicultural classroom. The paper was extracted from a thesis that examined multiculturalism in selected schools in South Africa. A sample of 18 participants was purposively selected from two urban schools that have learners from different socio-cultural backgrounds in the Eastern Cape. The paper used the interpretive paradigm, which aligns with the qualitative approach. Data were analyzed thematically. The findings revealed that as a universal language, most participants preferred using English in the classroom. However, they sometimes code-switch to IsiXhosa and/or Afrikaans (two of the 11 official languages in South Africa) if the need arises. The participants also revealed attempts at balancing the use of English with learners’ first language, mostly during breaks, sporting, and cultural events, but they admitted this does not equal ME. Finally, the participants indicated that preference to teach in English was due to its universalism. Consequently, African languages have become receptors and not creators of knowledge. The paper concludes that despite the ME policy, teachers are not keen to practice it because of a lack of skills. It is recommended that the country be zoned into language areas and teachers be taught in at least two dominant languages of each region, excluding the English language, to ensure equal educational opportunities.