Curriculum change and innovation due to technological development has necessitated the inclusion of digital tools and digital literacy in the teaching of English as a second language in the South African curriculum. The need to improve English proficiency and inclusion of digital literacy in language teaching has resulted in teachers having to develop new teaching strategies incorporating digital tools. Economic and income disparities in South African communities and schools account for resource constraints challenging teachers to take initiatives in the teaching and use of digital literacy in English. In literature and education policies, the teaching of digital literacy is recommended, but teachers are not pedagogically capacitated to teach digital literacy in English. To explore the experiences of such teachers, this study explored township secondary school teachers’ pedagogical initiatives on the teaching and use of digital literacy in English. An interpretive, qualitative case study was undertaken to explore how teachers use digital literacy in teaching English as a second language in township secondary schools. Data were collected using semi-structured interviews, non-participant lesson observations, field notes and document analysis. Data were analysed using an inductive thematic framework to answer the key research questions. Teachers’ voices, actions and documents on the teaching of digital literacy were collected for analysis yielding themes and patterns on teacher initiatives on digital literacy in English. The findings of the study indicate that collaboration, networking, social media communication and other digital literacy practices, including the out-of-school digital literacy practices, are teacher initiatives leading to the utilisation of digital connection platforms for socialisation and teaching and learning. In addition to dividends of connectivism, visual communication and cyber linguistics have become critical for digital-age learners. The creation of English language learning communities, the development of multiliteracy skills and the contribution to cyber linguistics, are eventual products of learner and teacher participation in the digital landscape. In the light of these findings, I recommend that curriculum reform should incorporate new pedagogical strategies for teaching and use of digital literacy to improve English proficiency by learners. Teacher initiatives are a crucial part of adaptive resilience, as teachers need to adjust to shortages of digital technology resources and connectivity.