Implications of using English as a language of Learning and Teaching: A case study of a Rural High School in South Africa

Nondwe Daphne Mariana Mtshatsha ORCID iD 

Issue: Vol. 7 No.6  2026 Article 5 pp. 1473 –1486
DOI: https://doi.org/10.38159/ehass.2026765 Published online 14th July 2026

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The medium of instruction plays a crucial role in how learners access, engage with, and absorb educational material. In South Africa, the continued use of English as the primary language of instruction, especially in rural areas, raises concerns about its impact on student success and fairness. This case study investigates the educational consequences of using English as the language of learning and teaching (LoLT) in a rural high school in South Africa. Employing a qualitative research methodology grounded in Vygotsky’s Sociocultural Theory, the research purposefully selected six educators and collected data through semi-structured interviews. Thematic analysis revealed that students’ limited proficiency in English hinders their understanding, classroom participation, and overall academic success. Factors contributing to this situation include insufficient learning materials and teachers’ inadequate proficiency and training in teaching English. Nonetheless, early exposure to English was associated with better academic outcomes across grades. The study suggests progressively introducing English from pre-primary education and calls on the Department of Education to invest in teacher training and student-centred English programmes using accessible media resources. The study concludes that while English presents challenges in under-resourced rural schools, its effective implementation, supported by early introduction, targeted language support programmes, and teacher training in translanguaging, can improve learning outcomes. This paper contributes to scholarship by providing empirical evidence on the implications of using English as the language of learning and teaching in a rural South African context, highlighting the gap between language policy and classroom realities. It advances understanding of how limited English proficiency and teacher preparedness affect learner engagement and achievement.

Keywords: English Language, Teaching and learning, Academic performance, Rural High School

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Dr. Nondwe Daphne Mariana Mtshatsha holds a Doctor of Education degree. She is a lecturer at the Walter Sisulu University (WSU), Faculty of Education, Department of Mathematics, Science and Technology Education, in Mthatha, Eastern Cape Province, South Africa. Research areas are Higher Education and Sustainable Development, Curriculum Studies, and Consumer Science and Entrepreneurship.

Mtshatsha, Nondwe Daphne Mariana. “Implications of using English as a language of Learning and Teaching: A case study of a Rural High School in South Africa,” E-Journal of Humanities, Arts and Social Sciences 7, no.6 (2026):  1473 –1486. https://doi.org/10.38159/ehass.2026765

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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