Exploring the integration of indigenous languages into teaching and learning practices at primary schools in South Africa

Abstract

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.