This paper explores the dichotomy associated with offering English as a Home Language (HL) in South African schools. In terms of the new National Curriculum Statements, English can be offered either as a home language or as an additional language from Grade 1 to Grade 12. The expectation is that learners who would do English as a Home Language would be using it as their first language in all spheres of their lives. However, real classroom experiences prove this not to be the case. Most learners attending schools which offer English as a Home Language are not first language speakers of English. In this presentation, I intend to do a qualitative comparative analysis of learner performance in matric English HL examinations with learner performance in matric IsiZulu HL examinations over a period of three years. Unlike English Home Language classrooms, most isiZulu HL classrooms comprise learners who are first language speakers of the language. A further comparison will be made with learner performance in matric English First Additional Language (FAL) examinations also over a period of three years. Learners who do English as an additional language do not speak English as their first language but speak one or other indigenous African language as their home language. The intention of the comparison is to determine if learning English as an HL has any significant negative outcomes for learners who are not first language speakers of English. Based on the analysis, I seek to recommend widening language offerings in schools so that learners are not restricted to learn any language at a level that does not correspond with their exposure to that language beyond the bounds of the classroom.

Keywords: English, Language teaching and learning, `South Africa.