This qualitative study investigates how pragmatic competence and vocabulary development enhance English as a Second Language (ESL) learners’ communicative proficiency within South African multilingual classrooms. Drawing on the communicative competence framework—which integrates grammatical, sociolinguistic, discourse, and strategic competence—the research emphasizes the critical role of pragmatic awareness alongside vocabulary knowledge in real-world language use. Using semi-structured interviews and classroom observations in selected secondary schools, the study identifies that teachers often prioritize grammar over pragmatic and vocabulary instruction due to limited training, unclear curricular guidelines, and inadequate resources. Consequently, learners struggle with producing contextually appropriate speech and face challenges in acquiring and applying new vocabulary, often resorting to code-switching and literal translations.

Emerging findings reveal that integrating pragmatic instruction—such as role-plays and contextual vocabulary teaching—cultivates learners’ sensitivity to social norms and enhances oral fluency, confidence, and reading comprehension. The study recommends a holistic instructional approach that embeds vocabulary learning within pragmatic activities, professional development for teachers on pragmatic pedagogy, and strategic, limited use of learners’ first language to bridge cultural and linguistic concepts. Systemic reforms, including curriculum revision and development of contextually relevant materials, are essential to reposition pragmatic competence and vocabulary as foundational, rather than peripheral, to ESL teaching. Such reforms can empower learners to become effective, contextually aware communicators in multilingual societies.

Keywords: Pragmatic competence, vocabulary development, communicative competence, ESL instruction, multilingual education.