Education and Literacy as Metonyms for English - Adult Basic Education and Domestic Workers in South Africa

Oct 15, 2026

Ethnographic research over three years examines why 28 South African domestic workers pursue English language literacy classes. The study uses metonymy to show how “literacy” and “education” in adult education come to connote English language learning. “Knowing English” becomes linked to being “smart,” while not knowing it is framed as “stupid.” The findings highlight policy implications: language terminology shapes self-perception and motivates learning, yet it can narrow attention to multilingual literacies and complex adult goals.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Key Findings

Key Implications

Background

A Brief History of English in South Africa

Research Brief \#9 December 2018 Education and Literacy as Metonyms for English: Adult Basic Education and Domestic Workers in South Africa Anna Kaiper Key Findings This study draws from ethnographic research over a three-year span to understand South African domestic workers’ motivations for taking English language literacy classes. Narratives of 28 domestic workers were examined through a critical, ethnographic lens. Focusing on notions of metonymy, a word or concept that is used to mean something other than its original definition, the study shows that in a South African adult education context, the terms “literacy” and“education” have come to connote “English literacy” and “English education.” Moreover, knowing English was associated with being considered “smart,” and conversely, not knowing English with being “stupid.” Key Implications Analyzing terminology in adult English language learning policy and practice is key in understanding what motivates learners and how they see themselves in the world. In the United States and globally, notions of literacy and education are inherently linked to the English language. However, these linkages diminish learners’ other ways of using oral and written language while also reducing the complexities of their motivations to learn. Moreover, in countries such as the U.S., where English is the most commonly spoken language, English language learning remains attached to human capital and job attainment while ignoring the importance of multilingual literacies. By understanding adults’ multiple and diverse motivations for learning English, policy makers and practitioners can begin to broaden policies and classroom practices to reflect these complex motivations. Background There is a curious and contradictory phenomenon in current adult education and language learning. Around the world, many educators and researchers have called for policies and practices that recognize Indigenous and multiple languages—particularly adults’ native languages—to be taught and used in education and within the broader public. And yet, those who seemingly would most benefit from such language policies are seeking instead to learn English. The English language learning of South African domestic workers offers an ideal case to examine this incongruity. From 2014-2017, I conducted ethnographic research with several groups of domestic workers who were taking English literacy classes in the Gauteng Province of South Africa. Domestic workers are often black African women who work and live in the homes of their employers. They are the largest single sector of women’s employment in South Africa (Ally, 2011) . Lack of formal education is a primary reason why women in South Africa remain in domestic jobs, despite the history of discriminatory and inequitable practices By understanding adults’ multiple and diverse motivations for learning English, policy makers and practitioners can begin to broaden policies and classroom practices to reflect these complex motivations. evident in this work (Ally, 2011; Cock, 1980; du Toit, 2013; le Roux, 2013; Wessels, 2006) . Thus, it makes intuitive sense that domestic workers like the participants in this study are taking English language and literacy courses. However, although English has emerged as the lingua franca of globalization and business, the linguistic landscape of South Africa makes these women’s choices to learn English somewhat more complex. Currently, only 12% of South Africans use English as a main language of communication (Posel & Zeller, 2016) . IsiZulu, on the other hand, is the most frequently used language in the country, with almost 25% of the population identifying as native isiZulu speakers (Heugh, 2007) and over 60% identifying as isiZulu, isiXhosa, or Sepedi speakers (Posel & Zeller, 2016) . Although the number of native English speakers is higher in the Gauteng Province than elsewhere in South Africa due to the ethnic and linguist

FAQs

What does the study investigate about adult learning in South Africa?

It investigates why South African domestic workers choose to take English language literacy classes and how terminology shapes their motivations.

How does metonymy explain the study’s interpretation of “literacy” and “education”?

The study shows that in adult education, these terms shift from their original meanings to connote “English literacy” and “English education.”

What policy implications does the study highlight for adult English language learning?

It argues that analyzing terminology helps reveal learners’ motivations and can broaden policies and classroom practices to reflect complex, diverse goals, including multilingual literacies.

Oct 15, 2026

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