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Throughout the centuries, language has always been a prerequisite for tuition andlearning. This contribution is based on the universal theme of language as bearer ofcultural identity and the role it plays in South African education, specifically regardingliteracy. The focus falls on especially one variant of Afrikaans, known as Kaaps, and therole that it plays regarding the individual and group identity of the group of peoplewho were classified as Coloureds during apartheid1 and marginalized by poverty, placeof residence and race. The research question is whether Kaaps can make a contributionto the successful delivery of the school curriculum in those schools which are mainlyattended by the so-called ‘Coloureds’ on the Cape Flats. The methodology chieflyentails a literature review. From a socio-historical perspective the article reflects onthe history of Kaaps since the early 1600s, and what role it plays in the developmentof Afrikaans. The literature study supplies the theoretical framework for reflectionon Kaaps. The focus is on the influence of Kaaps on its speakers’ perception of theiridentity; the conflict of Kaaps with Standard Afrikaans; the current status of Kaapsin the Coloured population; the restandardization of Afrikaans, and to what extent,if any, Kaap comes into its own in South African schools. The study comes to theconclusion that learners who grew up with Kaaps, are disadvantaged at school and thatthe language should be utilized more inclusively.

Kaaps: Time for the language of the Cape Flats to become part of formal schooling