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Negotiating the context in multicultural classrooms in South Africa

Teaching English as a Home Language in the South African context is fraught with challenge because students are drawn from a diverse variety of cultural backgrounds. Even though English is the language of teaching and learning in their schools, teachers’, exposure to English is often from a second or third additional language background. Teachers are endeavouring to manage the dual responsibility of ensuring that students acquire the requisite level of proficiency as Home language students whilst trying to establish a common framework upon which the learners can ground their understanding.This paper will focus on a variety of the methodologies being adopted in classrooms to negotiate the multicultural context amongst students as well as the strategies that teachers areemploying to ensure that students are simultaneously acquiring the necessary proficiency for their age group in English Home Language. Further, it will delve into some of the different methods of assessment that are being employed to measure teachers’, progress in the language ,of teaching and learning within their multicultural context.

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