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This article describes the movement of African learners into formerly coloured, Indian and white schools and the resulting mismatch between the languages spoken by these learners and their teachers. It argues that English- and Afrikaans-speaking teachers need to learn African languages in order to understand and communicate fully with learners. However, it identifies overly academic approaches to African language teaching as an impediment to achieving this goal. It offers as an alternative a humanistic, community-based approach to language learning developed by the TALK Project. It describes some of the successes of this approach - particularly in the realm of values education - and some of its limitations.
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