Exploring the integration of indigenous languages into teaching and learning practices at primary schools in South Africa
Bibliographic Data
| ID | 21490861 |
|---|---|
| Authors | Mousin Omarsaib (0000-0002-7274-7635, Durban University of Technology, corresponding author), Muvhulawa Matumba (0000-0002-0539-2993, Durban University of Technology), Patricia Badenhorst (0000-0003-0094-4434, Durban University of Technology), Ghulam Masudh Mohamed (0000-0003-0451-8045, Durban University of Technology) |
| Year | 2026 |
| Volume | 46 |
| Issue | 1 |
| Pages | 35-46 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | South African Journal of African Languages (JOURNAL) |
| Journal identifiers | ISSN: 0257-2117 • E-ISSN: 2305-1159 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02572117.2025.2501299 |
| OpenAlex | W4412515466 |
| Language | EN |
| References cited | 46 |
This systematic literature review explores the integration of indigenous languages (ILs) into teaching and learning practices at primary schools in South Africa. The authors examine the current state and preparedness of teachers in integrating ILs to enhance learning. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were followed to ensure transparency when reporting on the systematic review. Findings suggest that the use of ILs in education stimulates cognitive development, strengthens cultural identity and a sense of belonging, and improves academic performance among learners. Challenges such as insufficient teacher training, a lack of instructional materials and limited policy support hinder effective implementation. The review recommends comprehensive teacher training programmes, the development of culturally relevant educational materials, and robust policy frameworks to support the sustainable integration of ILs in primary education. The authors conclude that future research should explore the implementation of language policies and teaching practices using ILs in South Africa
Indigenous · Indigenous language · Languages of Africa · Linguistics · Mathematics education · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Ecology
Linguistic Justice
Web of Science (WoS) and Scopus
The PRISMA 2020 statement
Modernity at large
Science Communication in Multiple Languages Is Critical to Its Effectiveness
Teaching and Learning during the Covid-19 Pandemic
Evolution of research topics in LIS between 1996 and 2019
The integration of indigenous knowledge in school
Reframing the curriculum
Language policy and linguistic landscapes at schools in South Africa
Translanguaging challenges in multilingual classrooms
Translanguaging mediating reading in a multilingual South African township primary classroom
Inclusive education in South Africa
Sustaining Indigenous languages and cultures
The Decolonisation of Children’s Rights and the Colonial Contours of the Convention on the Rights of the Child
Resistance to Assimilation
Mi(s) Lengua(s)
Primary-level English-medium instruction in a minority language community
The holistic benefits of education for Indigenous language revitalisation and reclamation (ELR 2 )
The Decolonial Turn in Media Studies in Africa and the Global South
Decolonial Reflections on the Zimbabwean Primary and Secondary School Curriculum Reform Journey
| Citation velocity | historical |
|---|---|
| Highly cited | No |