Kaschula, RussellNgcamla, Khuselo2026-09-032026-09-032024https://hdl.handle.net/10566/25318The exclusion and non-usage of indigenous languages as the Medium of Instruction in high schools is prevalent, not only in Africa but also in South Africa after 29 years of democracy. In South Africa, the National Department of Education's policy of teaching and learning showcases the exclusion of South African Indigenous languages through the recognition of only English and Afrikaans as the two languages of teaching and learning in South African schools. Drawing from numerous studies and research that have been conducted on language inequalities, it is evident that more research still needs to be done towards advocating for the contribution of indigenous languages into the education system as a way of enhancing the performance of South African learners whose first language or mother tongue is not the medium of instruction in their schools. The main aim of this paper is to address the impact that the exclusion of indigenous African languages as a medium of instruction in South African High Schools has on the performance of learners by focusing on two high schools in Townships in the Eastern Cape. By scrutinizing the problem in the Eastern Cape Province, this study is concerned with neglect of mother-tongue and a growing rate of poor pass rates of history learners, which is perceived to contribute to and have an effect on the development of the youth of Mdantsane. A survey was conducted, and questionnaires were administered for data collection for this study. The study found that the language of instruction in schools is not the first language or mother tongue of learners; these learners struggle to understand and comprehend due to issues such as linguistic proficiency, cultural references, and academic vocabulary. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. Language Proficiency and Academic Vocabulary are two factors that affect the performance of learners from Ulwazi and Ntsonkota secondary schools. Proof of this is evident in the fact that they struggle to comprehend what their teachers are teaching, understand textbooks, and engage in class discussions, leading to slower learning rates and ultimately poor grades. This study made several recommendations relating to what should be employed to ensure that learners at high schools achieve good grades and are also able to comprehend what they have learned during the lesson. Amongst other recommendations placed forward is the adoption of mother-tongue as a medium of instruction in all schools and the translation of available school resources to all South African indigenous languages.enIndigenousLanguageTownshipMdantsaneLess privilegeEnglishThesis