PERCEPTIONS OF GRADE 11 SETSWANA HOME LANGUAGE LEARNERS REGARDING ENGLISH AS THE LANGUAGE OF LEARNING AND TEACHING IN A RURAL SOUTH AFRICAN SCHOOL

South African learners are among the millions globally who learn English as a second language and use it as the language of learning and teaching at various stages of their educational careers. The literature abounds with views from language and education experts confirming that proficiency in the language of teaching and learning is crucial for academic success. However, the voices of the learners themselves are absent in discussions on this crucial matter. This study investigated the perceptions of Setswana Home Language learners about studying English as a subject and using it as the language of teaching and learning. The research focused on Grade 11 Setswana Home Language learners in a rural public secondary school in the Bojanala Education District, North-West Province, South Africa. Guided by Vygotsky' socio-cultural theory, this single case qualitative study collected data through a questionnaire administered to a purposefully sampled Grade 11 English First Additional Language class, with qualitative analysis of the responses. Findings revealed that learners felt they did not have a thorough understanding of English; lacked confidence in speaking it; had poor speaking and writing skills, preferred Setswana as the language of teaching and learning, were exposed to the use of both their home language and English in the classroom and lacked sufficient access to English in their home environments.