A case study on the language and socio-cultural challenges experienced by international students studying at Cape Peninsula University of Technology

Abstract

South African universities have become institutions of choice for international students, particularly those who hail from other African countries. Apart from presenting a beehive of cultures and languages, this segment of the student population makes an immense contribution in terms of research, teaching and learning. In spite of international students' contributions to scholarship and development at Cape Peninsula University of Technology, their pursuit of academic success is often impeded by an array of challenges which includes Limited English Proficiency (LEP), Limited Language Support (LLS) and Limited Access to Facilities (LAF), all of which may prevent them from gaining access to the academic discourse of their chosen discipline of study. Adopting a mixed methods approach, this study examines international students' experiences in relation to both language and socio-cultural challenges. Findings reveal that, for international students to adapt academically and socially and be in a position to fulfil the requirements of their respective academic programmes, CPUT should provide a socially inclusive teaching and learning environment. In addition, the university should provide adequate and accessible English language support programmes/projects.

What counts as disciplinary literacy instructional approaches in teacher education?

“…It is also the competent use of language to communicate, express, argue, apply and infer in academic contexts. Because of the importance of language in learning, students' competencies in it have been pointed out as a contributory factor in university students' low academic success (Ralarala, Pineteh & Mchiza 2016). As an intervention, most education systems have devised various strategies to mitigate and support student academic literacy (Butler 2013).…”