Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation. Furthermore, we conclude that there is no consistency in the teaching of isiXhosa home language, as well as First and Second Additional Language. There is insufficient teaching material and teachers are not capacitated in terms of pedagogical training in multilingual settings.

中文翻译：

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“哈伊，他们不认识科萨”：在东开普省和豪登省，比较科西萨的教学挑战

南非以《语言教育政策》为基础。该研究解决的差距是政策实施与小学“伊斯兰教”的实际教学不一致。它分析了官方和公开的语言政策以及学校的（隐性）语言实践。对语言老师和校长进行了半结构化访谈。还从东开普省和豪登省的课堂观察和文件分析中收集了数据。一方面，存在标准的语言策略文档。这些倡导者主张将英语作为学习和教学的语言，并将isiXhosa作为主题。另一方面，教室中的日常现实在一定程度上反映了这种政策的实施。此外，我们得出的结论是，isiXhosa家庭语言以及第一和第二附加语言的教学并不一致。教材不足，教师在多语种环境下的教学培训上也没有能力。