Kathard, HarshaRamma, LebogangPascoe, MichelleJordaan, Heila LetitiaMoonsamy, SharonWium, Anna-MarieDu Plessis, SandraPottas, LidiaKhan, Nasim Banu2012-05-212012-05-212011-12Kathard, H, Ramma, L, Pascoe, M, Jordaan, H, Moonsamy, S, Wium, AM, Du Plessis, S, Pottas, L & Khan, NB 20111, 'How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)', South African Journal of Communication Disorders, vol. 58, pp. 59-71.0379-8046http://hdl.handle.net/2263/18805Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-constrained environment.enSouth African Speech-Language-Hearing AssociationSpeech-language therapist (SLT)Speech-language therapists and audiologists (SLTAs)Speech therapy -- South AfricaAudiology -- South AfricaLanguage acquisitionLiteracy programs -- South AfricaBasic education -- South AfricaArticle