Teaching English in Multilingual Classrooms: What Regenesys BEd Students Learn?

Teaching in South Africa requires language proficiency, cultural awareness, and the ability to bridge linguistic gaps in diverse classrooms. South African learners bring rich linguistic identities to school, yet English remains the dominant language of learning and teaching (LoLT). This makes English language teaching in SA schools both a challenge and a necessity. For aspiring teachers, mastering how to teach English in multilingual classrooms is critical.

In this article, we will explore the importance of English as the language of learning, the complexities of multilingual classrooms, and how Regenesys prepares BEd students to address them effectively.

Importance of English in SA Schools

In South Africa, English is the primary medium of instruction in most public and private schools from Grade 4 onwards. It serves as the bridge language among learners from various linguistic backgrounds, ensuring national cohesion and global competitiveness.

Understanding English as the language of learning involves grammar, comprehension, academic language, and cultural context. For learners, proficiency in English is strongly linked to academic success across subjects. Teachers play a vital role in developing this proficiency, especially in foundational and subject-specific contexts.

Listed below are some reasons why English matters in the South African education system:

• It is the main LoLT in most schools after Grade 3.
• Standardised assessments are conducted in English.
• University instruction is predominantly English.
• It provides access to broader learning and job opportunities.

Challenges in Multilingual Settings

South African classrooms reflect the country’s multilingual nature, with learners often speaking one language at home and encountering English for the first time in school. Teaching in multilingual classrooms in South Africa introduces unique challenges that teachers must be trained to manage.

Teachers must support learners as they shift from their home language to English, helping them build the vocabulary and confidence to succeed academically. This requires a balance of sensitivity and instructional strategy.

Common difficulties that students face while adapting to English as the language of learning include:

• Learners struggle to grasp subject content due to weak English skills.
• Teachers need to explain concepts in multiple languages.
• Limited availability of learning materials in all home languages.
• Code-switching without clarity or pedagogical purpose.

Language of Learning and Teaching (LoLT)

The Language of Learning and Teaching (LoLT) is the language used to deliver academic content in a school. In most South African schools, English is the chosen LoLT from Grade 4 onwards, regardless of learners’ home language.

Teachers must understand how the LoLT influences learning outcomes. The BEd programmes equip student teachers with the skills to teach effectively in English while recognising and respecting linguistic diversity in classrooms. 

Proficiency in English as the language of learning enables learners to:

• Engage with learning materials
• Understand the teacher’s instructions
• Express ideas during assessments
• Participate in discussions and presentations

Regenesys English 1 Module

The Language of Learning and Teaching: English 1 module is a cornerstone of the Regenesys Bachelor of Education in Senior Phase and Further Education and Training Teaching. It equips aspiring teachers with the essential language skills needed to deliver content confidently and effectively using English as the language of learning.

This module supports future teachers in understanding and applying English across a range of subjects and learner proficiency levels. It is especially valuable for those teaching in multilingual classrooms in South Africa, where bridging language gaps is a daily necessity.

Some of the core competencies developed in this module include:

• Academic reading and writing for education settings
• Grammar and syntax relevant to teaching and learning
• Oral communication techniques for classroom interactions
• Analysing language use in curriculum and instruction
• Methods for supporting second-language acquisition

Literacy and Vocabulary Building

In multilingual classrooms across South Africa, many learners face challenges with reading fluency, comprehension, spelling, and academic vocabulary. These difficulties can hinder their ability to access the curriculum, especially when they transition to English as the language of learning. Teachers must therefore use intentional strategies to support literacy development in English.

BEd students are trained to develop literacy through evidence-based methods that build foundational language skills and foster confidence. These approaches are woven into classroom practice to ensure that learners can engage with English textually, verbally, and cognitively.

Below are key vocabulary-building methods that support learners as they internalise English as the language of learning:

• Word Walls: Display key vocabulary words in the classroom to offer consistent visual reinforcement.
• Context Clues: Teach learners how to infer the meaning of unfamiliar words based on their surrounding text.
• Repetition and Usage: Reinforce new vocabulary by using it frequently and in varied contexts.
• Language Games: Use fun, interactive activities to help learners engage with new words in a relaxed setting.

Differentiated Instruction

Every classroom contains learners with varying language skills, learning styles, and academic readiness. Differentiated instruction is a teaching approach that allows educators to adjust their methods to meet these diverse needs. This is particularly important when using English as the language of learning in classrooms where it is not the first language.

Rather than adopting a one-size-fits-all model, teachers are encouraged to tailor their instruction to ensure that every learner can access the content and participate meaningfully. Differentiation supports inclusion and helps bridge language gaps in a practical, flexible manner.

Common examples of differentiated instruction include:

• Providing bilingual or translated support materials
• Adjusting the level of language in instructions while maintaining academic standards
• Grouping learners for tasks based on shared learning needs or language proficiency

By applying such strategies, teachers can create a positive learning environment where all learners have the opportunity to succeed in classrooms where English is the language of learning.

Classroom Discussions

Classroom discussions are a powerful tool for language development. They allow learners to practise speaking, listening to others, and organising their thoughts in real time. In classrooms where teachers use English as the language of learning, oral participation plays a vital role in helping learners build both fluency and confidence.

However, for many learners whose home language is not English, speaking in class can feel intimidating. Teachers must create a supportive environment that encourages all learners to contribute without fear of making mistakes.

Some effective techniques that teachers use for discussions include:

• Think-Pair-Share: Learners reflect on a question, discuss with a partner, and then share with the class
• Role-play and Storytelling: Engaging learners in realistic or imaginative scenarios to practise vocabulary and expressions
• Debates and Opinion Sharing: Encouraging learners to articulate their views while practising structured language

Through consistent classroom talk, learners internalise and apply English as the language of learning, improving both their spoken and academic language abilities over time.

Multilingual Resources

In multilingual classrooms, recognising and valuing learners’ home languages can ease the transition to English as the language of learning. When teachers use multilingual resources, they not only support comprehension but also build learner confidence and a sense of belonging.

Multilingual tools are especially helpful in bridging the gap between a learner’s home language and the English used in instruction. These resources make learning more accessible without replacing English; instead, they act as stepping stones toward academic fluency.

Common examples of multilingual resources that teachers use in South Africa include:

• Dual-language books: Stories or texts presented in both English and the learner’s home language
• Glossaries: Subject-specific terms explained in multiple languages
• Visual aids with multiple labels: Charts, diagrams, and classroom objects labelled in more than one language
• Multilingual posters and signage: Classroom decor that reflects linguistic diversity and reinforces vocabulary

Assessment in LoLT

In classrooms where teachers use English as the language of learning, assessments must also account for the learner’s ability to understand and respond in English. This is especially important in multilingual classrooms, where students are transitioning to English. Learners may grasp the content but struggle to communicate their understanding due to limited English proficiency.

In such situations, teachers must design assessments that fairly evaluate both content mastery and language comprehension. If not carefully structured, assessments can unintentionally disadvantage learners from non-English-speaking backgrounds.

The Department of Basic Education (DBE) in South Africa includes policies that promote differentiated assessments in schools. This allows all students to demonstrate their understanding in ways that accommodate their language proficiency, learning styles, and educational needs.

Teacher Fluency and Confidence

In any classroom, the teacher sets the tone for communication. When English as the language of learning is used, educators must model correct grammar, vocabulary, and pronunciation to help learners develop their own proficiency. Clear, confident communication from the teacher directly impacts learner engagement and understanding.

A strong command of English is therefore not just beneficial – it is a professional requirement. Teachers must be able to explain complex concepts, give instructions, and facilitate discussions effectively in English, particularly in linguistically diverse classrooms.

The Regenesys BEd (Senior Phase and Further Education and Training Teaching) programme supports aspiring teachers by developing:

• Fluency in English academic discourse across subjects and grade levels
• Confidence in classroom delivery, including oral instruction and written communication
• Reflective practice on language use, encouraging ongoing improvement and self-awareness

Graduates are equipped not only to support learners’ language development but also to communicate effectively with parents, collaborate with colleagues, and contribute to South Africa’s multilingual education system using English as the language of learning.

Read more on Why a Bachelor of Education (BEd) is the Best Career Choice in South Africa? here

Conclusion

Teaching English in multilingual classrooms in South Africa requires patience, skill, and professional training. With English as the language of learning, educators must navigate complex linguistic realities while ensuring every learner has the opportunity to succeed. The Regenesys BEd in Senior Phase and FET Teaching empowers future teachers with theoretical knowledge and practical strategies to manage this complexity.

By focusing on fluency, literacy, vocabulary, and inclusive pedagogy, Regenesys graduates are well-equipped to transform classrooms into spaces where every learner can thrive in English.

Explore the Regenesys School of Education to begin your journey as a future-ready teacher.

Teaching English in Multilingual Classrooms – FAQs