Language is essential in the instruction and comprehension of scientific concepts, especially in multilingual environments like South Africa. The Digestive System, an essential theme in the Grade 11 Life Sciences curriculum as outlined by the Curriculum and Assessment Policy Statement (CAPS), poses various linguistic challenges for educators and learners alike. In South Africa, the presence of 12 official languages presents challenges for teachers in effectively communicating scientific terminology and ensuring conceptual understanding. Social constructivism emphasizes the significance of language and interaction in the learning process, offering a valuable framework for comprehending these challenges. A systematic literature review was used to collect data with the inclusion criteria which considered literature based on South African teaching and learning context, Linguistics issues in Science, Life Sciences digestive system, abstract concepts teaching and language barriers. Data was analyzed thematically and findings of the study revealed that language obstacles, code-switching, terminological errors, the consequences of language regulations, misconceptions due to language differences/barriers are included among these difficulties. Relevant social constructivist solutions were suggested in literature to mitigate the identified difficulties, working with the relevant Institutions. The study concludes with the view that by minimizing linguistic barriers using a social constructivist approach, South Africa can guarantee access to science for all learners. The provision of multilingual resources, the facilitation of bilingual teaching, and the shifting of assessment practices are the most important issues in increasing learners’ scientific literacy.

Keywords: Language barrier, Linguistic challenges, digestive system, Science abstract concepts, Life Sciences.