Limited English Proficiency (LEP) continues to present a significant educational challenge in South African schools, where English serves as the dominant Language of Learning and Teaching (LoLT) despite the country’s rich multilingual context. This paper explores the conceptual foundations of LEP and situates the issue within South Africa’s historical, sociolinguistic and policy frameworks. Although many learners develop basic conversational competence in English, a substantial number struggle to attain Cognitive Academic Language Proficiency (CALP), which is essential for subject understanding and sustained academic achievement. The shift to English-medium instruction, typically occurring in the intermediate phase, places considerable cognitive and academic pressure on learners whose home language differs from the LoLT. Drawing on language acquisition theory and educational research, the paper explores the ways in which LEP contributes to weak literacy outcomes, limited comprehension across content subjects, inequities in assessment, and increased dropout rates. It also considers systemic constraints, including levels of teacher preparedness, disparities in resources, and the gap between policy and practice in the implementation of the Language in Education Policy (LiEP). The paper contends that prevailing subtractive approaches to bilingualism inadvertently marginalise learners’ home languages, thereby perpetuating educational inequality. In response, the Department of Basic Education has introduced Mother Tongue-based Bilingual Education (MTbBE) initiatives designed to strengthen home language instruction while supporting the acquisition of English. Situated within an additive bilingual framework, MTbBE promotes cognitive development, improves academic performance, and advances linguistic equity. By recognising multilingualism as an asset rather than a deficit, MTbBE offers a policy-informed pathway towards improved educational outcomes and greater social justice in South African schools.

Authors:
Gawie Schlebusch, Central University of Technology, South Africa

About the Presenter(s)
Prof G Schlebusch is a full professor in the Dept of Postgraduate Studies: Education at the Central University of Technology, South Africa. He published on Edu management and language in education and supervised numerous M and Doctorate students.

Connect on ResearchGate
https://www.researchgate.net/profile/Gawie_Schlebusch

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