When home tongues clash with classroom words
- Rod Amner
- 3 days ago
- 9 min read
By Mohale Manyama and Rod Amner
In the dim glow of a fireside in Ga-Kgapane, Limpopo, a small boy recites Khelobedu proverbs to his grandmother, his voice weaving tales of rain queens and resilient harvests. "Khelobedu akhe rowane kheya reta," he says (“Our language praises, not curses.”)
Yet, the next morning, as he steps into his primary school, all his Foundation Phase textbooks and readers are in Sepedi, a close but foreign cousin, leaving him lost in translation.
Required to do written and oral tests in Sepedi, this bright kid’s is slowly dimming. He is one of thousands of Khelobedu-speaking learners grappling with a system that erases their language from the start.
South Africa's official African languages mask dozens of dialects, affecting millions, especially in rural areas. Khelobedu, spoken by over a million in Limpopo's Mopani District, is formally classified as a Northern Sotho dialect, forcing Sepedi instruction despite phonetic clashes - "khe" versus "se" - and key differences in vocabulary and structure.
This under-researched disparity may explain anomalies in the 2021 Progress in International Reading Literacy Study (PIRLS). African language learners perform worse in "home" language tests than those testing in English, despite home exposure.
The crisis in numbers
The PIRLS data reveal that Grade 4 learners taking the test in Sepedi (including Khelobedu speakers) scored second-lowest in the country, with an average of 216, well below the Low International Benchmark of 400. This means that less than 5% of Sepedi learners could read for meaning.
For dialect speakers like those in Khelobedu, the crisis is amplified. One critical study found that when the African language of the test did not coincide with learners' home language, results were exponentially worse by as much as 0.29 standard deviations. This significantly impacts reading comprehension performance.
A nine-year-old girl from Ga-Kgapane puts it simply: "When the teacher uses Sepedi words I don't know, I just sit quiet. I'm scared to ask because the other kids laugh."
Her experience reflects findings from studies by Funda Wande showing that half of Sepedi-taught learners struggle with basic reading - massive language disparities force rote memorisation over deep comprehension. Orals become linguistic jumbles; exams reward memorisation, not understanding. Parents report children refusing to read aloud for fear of ridicule. The result is disengagement and erosion of confidence.
From Grades R-3, learners are required by policy to use what is effectively a foreign dialect to learn to read, write, and master all subjects. Teachers improvise by using Khelobedu—not Sepedi—to teach reading in Sepedi and to explain mathematics and other subjects. Teachers report that classrooms are considerably brighter with this informal translanguaging, which blends Khelobedu and Sepedi to illustrate concepts. But policy bans it.
From Grade 4, the Language of Learning and Teaching switches abruptly to English for all subjects except home language. Textbooks, writing, and tests are all in English. Here again, Khelobedu is used heavily by teachers to bridge understanding.
Not a single book
The difference for the Khelobedu is that there isn’t a single textbook or reader in their language. Principals decried the absence of dictionaries, storybooks, or dual-language texts. There isn’t a single Khelobedu children’s book in publication.
Researchers like Maryanne Wolf link deep reading to empathy and critical thinking via neural circuits. Khelobedu children have no books in their own language that they can read deeply. For obvious reasons, they struggle to read in Sepedi or English. In other words, they don’t read deeply at all.
Ga-Kgapane Public Library has no Khelobedu books whatsoever. Limpopo's Department of Sports, Recreation, Arts and Culture (DSRAC) consequently excludes Khelobedu from the 2025 Literary Competition, funnelling resources to Sepedi and other official languages instead.
However, it doesn’t explain why DSRAC has not supported the development of a Khelobedu book publishing industry.
These absences contribute to declining cultural pride and language proficiency. Parents in Limpopo interviews fear total loss by upper primary; elders note youth forgetting traditional poems at gatherings. Without familiar narratives - like Zwireto zwa KheLobedu poetry celebrating rain and family - learners miss emotional connections to reading.
A national pattern
This pattern repeats across South Africa. In the Eastern Cape, isiMpondo or isiBhaca speakers struggle with standardised isiRharhabe isiXhosa. The mean PIRLS score for isiXhosa is 257, higher than for Sepedi, but suggesting that only about 13% of Grade 4 learners tested in isiXhosa could read for meaning.
One study found that when the African language of the test did not coincide with learners' home language, results were exponentially worse compared to when there was a match. Research by Rhodes University's Eslinah Maqam on Bizana in the Eastern Cape found that isiMpondo children have minimal exposure to standard isiXhosa at home and must learn to speak, read, and write it at school. UCT education researcher Xolisa Guzula has explicitly warned that standard isiXhosa has the potential to fail children whose dialects -isiHlubi, isiBhaca, isiBomvana, isiMpondo - were never included in the standardisation process. Studies show that dialects and code-switching have a significantly negative influence on both literacy and numeracy scores.
The mean score for isiXhosa in PIRLS was 257, suggesting that only about 13% of Grade 4 learners tested in isiXhosa could read for meaning—again, much lower than the national 19% average.
A TUT research paper published last year confirms that the use of Khelobedu as a medium of instruction would assist learners in overcoming linguistic barriers and enhance understanding. Recent research by Tsebo Ramothwala shows that Khelobedu learners use Khelobedu words in their writing and spell Sepedi words the way they pronounce them in Khelobedu.
A study on township schools finds that standard African languages are not the learners' multilingual lok’shin dialects. Poor academic performance is mainly attributed to teaching in a language different from what children speak.
The NEEDU report analysed the home language and language of instruction mismatch in African language medium classrooms, ascribing this to the dialectisation (use of non-standard forms) of African languages.
The standardisation of African languages during colonialism created official varieties that don’t represent the linguistic reality of many learners. Yet, this colonial legacy continues to be treated as if it represents authentic “home language” instruction.
Why English outperforms
Of course, dialect isn’t the only reason African language learners perform dismally. GADRA Education’s Kelly Long notes English benefits from deeper research, better materials, and more teacher training. Children encounter written English everywhere—on signs, screens, in shops—while written isiXhosa or Sepedi remains largely confined to classrooms. English-medium schools are also typically better resourced, with smaller classes and libraries.
In Makhanda in 2025, 42% of all African language Grade children in the town’s four fee-exempt English-medium schools could read for meaning compared with 23% for kids in fee-exempt isiXhosa medium schools.
Solutions are possible
Early readers and textbooks in Khelobedu could transform the problem. Locals like Makgwekgwe Waa-Mampeule could be commissioned to write storybooks. Oral stories by community elders could be captured in print. Sepedi materials could be adapted with dialect variations. Digital apps could provide scalability.
The Government's 2024 mother-tongue-based bilingual education policy has extended mother-tongue instruction to Grade 4, with Eastern Cape pilots showing significant gains. This could be applied to dialect resource development in the Foundation Phase through targeted pilots. This would help bridge the gap between the actual home languages of children and the standardised form of the language they will inevitably have to grapple with in the higher grades.
Foundation teachers could be trained in translanguaging workshops, partnering universities like Rhodes with the DBE. DSRAC could fund orthographies and stock libraries with dialect materials.
Thabo Ramothwala's 2024 study in Mopani shows that blending Khelobedu in math and life skills boosts problem-solving and understanding. Teachers note engaged discussions; parents say they can support homework. The evidence is there - policy must catch up.
A child’s future
Imagine a child in Ga-Kgapane reading a Khelobedu storybook, mirroring their fireside tales - visualising rain queens, grasping concepts deeply in their own tongue before transitioning to Sepedi and English. Confidence soars, neural networks fire, empathy builds, and heritage thrives.
Or imagine the alternative: another year of sitting silent in class, another generation of cultural knowledge lost, another cohort of bright children convinced they can't read.
No child should be silenced by alien words and grammar in what's labelled their "home language." South Africa must invest in dialect readers, embrace translanguaging, and recognise the complexity of our multilingualism. The research is clear. The solutions are proven. What's missing is political will.
Until then, Khelobedu children – and many others - will continue to lose themselves in translation. And we'll keep wondering why the vast majority of our Grade 4 learners can't read for meaning.
The Scope of the Literacy Crisis
South Africa faces a literacy crisis that affects both children and adults. According to the Progress in International Reading Literacy Study (PIRLS) 2016, nearly 78% of South African Grade 4 learners could not read for meaning. This means that most children leave primary school without the ability to understand and use written information effectively.
Adult literacy rates also reveal challenges. The 2016 South African Census reported that about 13% of adults aged 20 and older were functionally illiterate, meaning they struggle with basic reading and writing tasks. This limits their ability to access information, secure employment, and improve their living conditions.
The literacy crisis is not uniform across the country. Rural areas and historically disadvantaged communities experience the most severe problems. Schools in these regions often lack resources, qualified teachers, and adequate infrastructure, which contributes to poor literacy outcomes.
Causes of Low Literacy Levels
Several factors contribute to the literacy crisis in South Africa. Understanding these causes helps identify where interventions can be most effective.
Inequality in Education Access
South Africa’s history of apartheid created deep inequalities in education. Many schools in previously disadvantaged areas still suffer from underfunding and poor facilities. Children in these schools often do not receive the same quality of education as those in wealthier urban areas.
Language Barriers
South Africa has 11 official languages, and many children start school learning in their mother tongue. However, the transition to English or Afrikaans as the language of instruction happens early, often before learners have mastered their first language. This shift can hinder comprehension and literacy development.
Teacher Training and Support
Many teachers in South Africa lack adequate training in literacy instruction. Large class sizes and limited resources make it difficult for teachers to provide individual support to struggling learners. Without proper guidance, children fall behind in reading and writing skills.
Socioeconomic Challenges
Poverty, malnutrition, and unstable home environments affect children’s ability to focus and learn. Families facing economic hardship may not have books or other learning materials at home, and children may miss school due to illness or the need to work.
Impact of the Literacy Crisis
The consequences of low literacy levels extend beyond the classroom. Literacy affects every aspect of life, from health to employment.
Economic Impact
Low literacy limits job opportunities and earning potential. Many jobs require basic reading and writing skills, and without these, individuals are often confined to low-paying, unskilled work. This perpetuates cycles of poverty and inequality.
Health and Well-being
Literacy influences health outcomes. People who can read and understand health information are better equipped to make informed decisions about nutrition, medication, and disease prevention. Low literacy can lead to misunderstandings and poor health management.
Social Participation
Literacy enables people to engage with their communities and participate in democratic processes. When large segments of the population struggle with reading and writing, it weakens social cohesion and limits civic engagement.
Efforts to Address the Crisis
South Africa has implemented various programs and policies aimed at improving literacy, but challenges remain.
Curriculum Reforms
The Department of Basic Education has introduced curriculum changes to emphasize literacy from an early age. These reforms include mother-tongue instruction in the first few years of school and a gradual transition to English or Afrikaans.
Teacher Development Programs
Several initiatives focus on training teachers in effective literacy instruction. Organizations partner with schools to provide workshops, resources, and ongoing support to educators.
Community and NGO Involvement
Non-governmental organizations play a vital role in promoting literacy. Programs that provide books, reading clubs, and after-school tutoring help supplement formal education, especially in underserved areas.
Technology and Innovation
Digital tools and mobile learning platforms offer new ways to support literacy development. These technologies can provide interactive reading materials and personalized learning experiences, even in remote locations.
What Can Be Done Next
Addressing the literacy crisis requires a coordinated effort from government, communities, and individuals.
Increase investment in education infrastructure in rural and disadvantaged areas to create better learning environments.
Support mother-tongue instruction while ensuring smooth transitions to additional languages.
Expand teacher training focused on literacy skills and classroom management.
Engage families and communities to create supportive home learning environments.
Leverage technology to reach learners who lack access to traditional resources.
Each of these steps can help build a stronger foundation for literacy and open doors to opportunity for millions of South Africans.
Literacy is more than just reading and writing. It is a key to unlocking potential and improving lives. By understanding the causes and effects of the literacy crisis in South Africa, we can work together to create lasting change and ensure that every child and adult has the chance to succeed.