The Foundation Phase in South African education system refers to the early years of schooling, from Grade R (Reception - the year before formal schooling) to Grade 3. It is a critical period of learning as it lays the foundation for future learning and forms the basis of early childhood development. During this phase, literacy skills, particularly reading proficiency, are crucially developed. However, Foundation Phase teachers face challenges in developing learners’ languages, including overcrowded classrooms, a lack of resources and support and poor knowledge of reading instruction. Of relevance to this study, is the challenge faced by teachers in incorporating diverse knowledge and languages that Grade 1 learners bring, resulting into multilingual classrooms. As a result, many Grade 1 learners face language barriers in the classroom, hindering them from accessing learning. Grounded in the Socio-cultural theory of language development and the concept of funds of knowledge by Vygotsky, this paper explores practical ways of how two Grade one teachers in two primary schools in South Africa educators tap into and leverage the cultural backgrounds and linguistic knowledge that Grade 1learners bring to the classroom. In this qualitative study, data was collected through observations and semi-structured interviews. Findings of the study show that teachers in Grade one classrooms have adopted approaches such translanguaging, code-switching and they also incorporate cultural and linguistically relevant resources to promote inclusivity and cater for diversity in their classrooms. Additionally, some teachers rely on teaching assistants provided by the school and the Department of Basic Education to act as linguistic mediators. This paper contributes to the discourse on linguistic diversity and educational equity, offering practical insights for improving language instruction and learners’ outcomes in South African classrooms as the issue of language use and language learning in multilingual classrooms is a growing cause of concern. There is need for educational policies to prioritise linguistic diversity and support multilingualism in South African Schools, in curriculum development, teacher training and resource allocation.

Keywords: Foundation Phase, home language, code-switching, translanguaging, language learning, funds of Knowledge.