Merging English Home Language and First Additional Language curricula: Implications for future quality assurance practices

Abstract South Africa has a uniquely differentiated English curriculum in a bid to cater for diverse proficiency levels prevalent among its learner population. While this stride made sense in a population with one of the highest inequalities in the world, it is equally important to reflect on whether the differentiated systems do serve the purpose of equal access in relation to the quality of provision. Surprisingly, very little research has been carried out to validate the merits of this curriculum and assessment differentiation to date. In this paper, I report on Umalusi’s commissioned study on English curriculum benchmarking with three countries: Kenya, Singapore and Canada. This four-country case analysis focuses on curriculum goals and the depth and breadth of English Home Language (EHL) and English First Additional Language (EFAL). The results of the analysis show that the objectives of EFAL and EHL are largely similar and that both compare favourably with these subjects taught in the three other countries under investigation. However, framing the study within theories of language acquisition and language variation, I argue that the EFAL/EHL differentiation at both curriculum and assessment levels is unmerited and serves the opposite intent: deepening inequalities and access to the English language. In the end, useful recommendations for repackaging an assessment of English into one that takes account of its diverse learner population are advanced and further research opportunities are highlighted.