Fifty years after the Soweto uprising – sparked by the imposition of Afrikaans as a medium of instruction – South Africa faces renewed concerns about language in education. A recent policy shift requiring English instruction beginning in Grade 4 is creating academic difficulties for students. Research indicates this abrupt transition negatively impacts mathematical comprehension. Advocates argue that mother-tongue education is crucial for building a strong foundation in mathematics, particularly in the early stages of learning. The current policy echoes historical grievances related to language and access to quality education. This situation raises questions about whether South Africa has adequately addressed the issues that fueled the 1976 uprising and whether current language policies are truly serving all learners.