This study was driven by the need to identify with the high school English teachers’ perceptions related to bi/multiculturalism in a classroom. This qualitative study involved 20 teachers divided into four interview focus groups. These teachers teach English and were purposively selected to articulate their observations and unease about mother tongue education in one education district of South Africa. Findings point to the main worry of teachers who feel that their universities did not train them adequately to handle this current issue of mother tongue education in the classroom. They also cited political, economic, social and technical challenges in trying to promote multilingualism in the classrooms. Additionally, the learners seemed to still favour English as the main medium of instruction.

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