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This research study explores the perceptions and practice of teachers teaching through the medium of English as an additional language, in township schools in South Africa. Lessons of five 'excellent' teachers, teaching mathematics, accounting, science, business economics and history through the medium of English as an additional language (EAL) were videotaped. The teachers were interviewed about their perceptions of teaching through the medium of EAL and the video recordings provided the basis for stimulated recall as they reflected on their classroom practice. The research points tentatively to a number of broad themes. First, the stress that teachers and students experience in teaching and learning through the medium of a language in which they are not able to communicate freely, with negative consequences for learning. Second, that teachers demonstrated and were able to articulate a wide range of teaching strategies to mediate students' cognitive and affective needs; most notably, a skilful code-switching between English and Xhosa, the mother tongue they have in common. Third, the process of reflection on practice appeared to be a fruitful one, both in terms of eliciting a rich and detailed account of teachers' perceptions and practice, and as a developmental process for the teachers concerned.
