Mother tongue-based bilingual education in multilingual township schools: Exploring language inclusion criteria through educators’ narratives

Background: The implementation of mother tongue-based bilingual education (MTbBE) in South Africa is the subject of much debate, particularly in linguistically diverse townships. Mother tongue-based bilingual education implementation has left most educators questioning the inclusion criteria used for selecting languages in township schools, where linguistic diversity is the norm. Aim: This study explored teachers’ views on the inclusion criteria for MTbBE in selected multilingual township schools. It also explored how classroom practices, policies and institutional expectations influence these perspectives. Setting: This study was conducted in pilot schools located in Johannesburg townships. Methods: To understand educators’ insights, this study used a qualitative research method. Data were collected through semi-structured interviews and document analysis with purposefully selected educators in schools piloting MTbBE, and data were analysed thematically. Results: This study found differing views on MTbBE implementation. Some educators saw it as a good strategy that enhanced learner participation; others believed it could perpetuate inequalities and marginalise less dominant indigenous languages, since its implementation relies on dominant languages in township schools. Educators also feared that inclusion criteria used to select languages might threaten their jobs, as they majored in Science, Technology, Engineering and Mathematics subjects and are not well prepared to teach these subjects in indigenous languages. They further expressed dissatisfaction with the language used in MTbBE worksheets, describing it as difficult to understand. Conclusion: This study revealed that choosing one or two languages for implementation in linguistically diverse schools often overlooks learners’ linguistic diversity and further marginalises unpopular languages within the school. Contribution: This study contributes to the scholarship of MTbBE in township schools.