South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.

中文翻译：

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南非小学的语言学习和教学

南非的种族隔离历史以及英语和南非荷兰语作为小学以外唯一的教学和学习语言的特权，使后种族隔离时期变得复杂，特别是考虑到宪法对 11 种官方语言的多种语言的承诺。对读写能力和语言教学的研究将旨在提高学习者表现的课程和语言政策举措的影响结合起来。我们回顾了关于从研究第一附加语言 (FAL) 作为学科过渡到使用 FAL 作为学习和教学语言 (LoLT) 的研究。还考虑了对全国学习者表现和南非全球可比性的主要研究。家庭语言 (HL) 读写能力发展对英语成绩的影响，因为 LoLT 与教师教育计划中的语言发展研究相关联，并显示了教师开发读写能力和 LoLT 语言的能力与学习者成功之间的联系。对 HL 中儿童早期识字发展的研究证明了对 LoLT 中识字发展的积极影响。