Teachers' Views On Mother Tongue-Based Bilingual Education In Grade 4 In O.R. Tambo Coastal District, Eastern Cape

Abstract

This empirical paper examines mother tongue-based bilingual education in grade 4 from teachers’ perspectives in the o.r. tambo coastal district, eastern cape, south africa. although mother tongue-based bilingual education (mtbbe) has significant potential to improve learning outcomes in multilingual environments, many obstacles impede its implementation. based on an interpretivist paradigm, this qualitative case study employed semi-structured interviews and classroom observations to investigate the perspectives and practices of eight grade 4 teachers in the o.r. tambo coastal district, eastern cape, south africa. the results demonstrate that although teachers are aware of the pedagogical advantages of using isixhosa for fundamental comprehension and engagement, there is a severe gap between legislative vision and classroom reality. this is characterized by a notable lack of coherent bilingual materials and standardized terminology, leading to reactive translation, excessive improvisation, and concerns about aligning practice with english-dominant evaluation systems. the study indicates that teachers are willing but underutilized change agents who must navigate fundamental ideological and practical difficulties. it adds to the literature on language policy by demonstrating how teacher appropriation is influenced by material scarcity and unresolved linguistic hierarchy. to realize mtbbe's full potential, urgent recommendations include co-creating standardized bilingual glossaries, legislating the use of parallel-text learning tools, revising assessments, and transitioning to sustained, collaborative teacher support.