Die verband tussen selfkonsep, motivering en Engels tweedetaalprestasie onder graad 10- en 11 leerders in die Noord-Kaap

English: Literacy is essential for each learner's future and success, especially literacy in English. English is regarded as the world language and as South Africa's lingua franca. Consequently, English is used as language of instruction at schools and tertiary institutions. Pressure is therefore exerted on education to develop skills and literacy in English as a second language at an appropriate level so that English can be used as an academic language. Individual differences lead to a variation in English learning outcomes, but researchers argue that the context in which English is taught has the main effect on language performance. South African researchers emphasise that the performance in English is extremely low. In addition, the current literature study investigates the role of extrinsic factors in the learning of English language skills and literacy. For the purpose of the study, Cummins's interdependence hypothesis was used to determine the influence of home language and already acquired literacy skills on the performance of English as second language. Epstein's overlapping sphere of influence was used to investigate the learning environments’ (home context, school and environment) influence on English second-language performance. In addition, intrinsic factors such as self-concept and motivation were investigated, using the multidimensional self-concept model (Shavelson et al., 1976) and the self-determination theory (Deci & Ryan, 1985; 2000a). Research findings show that literacy skills in the home language have to be well established and developed in order to perform well in English and to develop a good level of literacy in English. Furthermore, the findings show that a learner's English second-language performance and literacy development should be a shared responsibility between parents/guardians, the school and the society, and that cooperation and support from these learning environments is of paramount importance. Finally, the study confirms that self-concept and motivation play a prominently role in English second-language performance and literacy development.