The Curriculum and Assessment Policy Statement’s (CAPS) idea of promoting English as the language of learning and teaching (LoLT) in South Africa remains a challenge, particularly in rural schools. Its implementation has caused communication challenges and social exclusion that cripple effective learning, especially in English First Additional classrooms. The enforcement of English as a LoLT in rural schools triggers unsupportive behavioural patterns that cripple pedagogical and epistemological potentials in the classroom. Guided by a sociocultural framework, this study employed observation, focus group discussions, and semi-structured interviews to gather qualitative data. The participants comprised 15 learners and 4 teachers, selected purposively to ensure their suitability from three high schools in Limpopo Province. The study found that a teaching and learning culture devoid of empathy hinders the development of learner autonomy and teacher agency, which are essential for advancing a communicative learning process that the CAPS curriculum aims to achieve.
CHAUKE et al. (Thu,) studied this question.