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The educational environment in South Africa is characterised by linguistic diversity and technological advancements, which present particular difficulties and opportunities for pre-service teacher education programmes. This systematic literature review explores the effectiveness of current pre-service teacher training programmes in addressing the demands of teaching the English language in South African classrooms. Drawing upon a synthesis of empirical studies, theoretical frameworks, and policy documents, this review critically examines how existing teacher education curricula prepare educators to navigate the complexities of English language instruction within diverse cultural and linguistic contexts. The review follows the PRISMA guidelines, systematically searching and synthesising relevant literature published between 2000 and 2022. The findings reveal a range of insights into the strengths and limitations of current pre-service teacher education programmes in South Africa concerning English language instruction. Key themes emerge around the integration of technology in language teaching, strategies for addressing linguistic diversity, and the alignment of curriculum with the needs of diverse learners. The review highlights the importance of incorporating pedagogical approaches that leverage technology to enhance English language learning outcomes while fostering intercultural competence among pre-service teachers. Furthermore, it underscores the need for a culturally responsive pedagogy that acknowledges and respects the linguistic diversity present in South African classrooms.
Oluwatoyin Ayodele Ajani (Wed,) studied this question.