Bridging The Silence: A Qualitative Study On English-Speaking Challenges In Under-Resourced South African Classrooms

Although most students speak an African language as their first language, English has taken over as the primary language of instruction in South African schools. Particularly in settings with limited resources, this mismatch between the home language and the language of learning and teaching (LoLT) poses ongoing difficulties. This study explores the challenges influencing the development of English-speaking skills among learners and teachers in two under-resourced primary schools in the Buffalo City District of South Africa. In multilingual classrooms, where English is used as the language of learning and teaching (LoLT), both learners and teachers experience significant difficulty, particularly in the Intermediate Phase as a critical stage of language and academic transition. Using a qualitative research design, the study collected data through teacher interviews and learner focus groups, with participants selected using purposive sampling. The findings revealed that several interrelated factors hinder English oral proficiency: the shortage of qualified English teachers, limited learner motivation, insufficient speaking and instructional strategies in the classrooms, and frequent teacher code-switching practices. Code-switching, while often necessary for comprehension, was found to limit consistent exposure to English. The study underscores the need for targeted professional development to equip teachers with effective strategies for fostering spoken English in multilingual, resource-constrained settings. Encouraging English use in classroom interactions may gradually enhance both learners' fluency and teachers’ instructional confidence. The study contributes to the broader discourse on equitable language education in disadvantaged primary schools.