Problems in Implementing Instructional Languages: Why the Language-in-Education Policy will fail

Moyo, Themba

doi:10.1080/10228190108566174

“…In the process, students are subtly segregated, stigmatised and labeled, and treated as a separate group (Hlalele and Alexander 2012). The perceived lack of English language proficiency at the campus from this study confirms the notion that it is a common occurrence at any institution of higher learning (Moyo 1995(Moyo , 2001Dlamini 1998;Ayliff 2001;Webb 2002;Banda 2003;Hutchings 2005).…”

Section: Discussionsupporting

confidence: 68%

“…Students naturally face plethora challenges par-ticularly a lack of English Language competency. Although this lack of English language proficiency may not be an unusual occurrence at institutions of higher learning, nationally and internationally (Moyo 1995(Moyo , 2001Dlamini 1998;Ayliff 2001;Webb 2002; Arkoudis and Tran 2010;Mapes 2011;Archer 2012; du Preez and Fossey 2012;Wollacott et al 2012), it appears to be a more serious phenomenon at one of this university's campuses. The researchers posited that because the campus is in a predominantly isiXhosa speaking region, first language influences and academic background impact on students' English language acquisition.…”

Section: Introductionmentioning

confidence: 85%

“…This is attributed partly to the lack of adequate academic support for students after they have been admitted. Academic support or development is very necessary, since research in South Africa, in particular (Herman 1995;Yeld and Haeck 1997;Ayliff 2001;Moyo 2001;Skead 2006;Archer 2010;2012;Harran et al 2011;Makura et al 2011) shows that many students are underprepared for tertiary education. Many South African universities have instituted academic support programmes to assist such students.…”

Section: Introductionmentioning

confidence: 99%

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An Evaluation of Students’Admission Exercises (ESAE) in Kaduna State University, Nigeria

Magaji¹

2013

IJES

0

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This study, informed by the academic literacies approach, was part of a broader study that sought to establish students' perceptions of the efficacy of the English language interventions at a university using a case methodology. A sample of 142 students responded to a structured questionnaire on English Language Literacy Support Programmes for Students offered by the University's Writing Centre. The non-probability sampling method was used in selecting the students. Data were also collected through an interview with three university officials for triangulation purposes. Questionnaire data were quantitatively analysed (statistical frequencies) while interview date were qualitatively analysed by discerning themes. Paradoxically, the findings indicated that the students did not perceive themselves as weak in English (an aspect refuted by the interviewed officials) but indicated that they were in need of English language support. The study concluded that the English Language support services were therefore not as effective as they should be since few of the students made use of them. It is recommended that the English Language support services need improvement in terms of space, human and e-resources to support teaching and learning. Moreover university authorities should seriously consider implementing a compulsory assessment test for all new entrants whose mother tongue is not English to identify those in need of such support.

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“…Students naturally face plethora challenges par-ticularly a lack of English Language competency. Although this lack of English language proficiency may not be an unusual occurrence at institutions of higher learning, nationally and internationally (Moyo 1995(Moyo , 2001Dlamini 1998;Ayliff 2001;Webb 2002;Arkoudis and Tran 2010;Mapes 2011;Archer 2012;du Preez and Fossey 2012;Wollacott et al 2012), it appears to be a more serious phenomenon at one of this university's campuses. The researchers posited that because the campus is in a predominantly isiXhosa speaking region, first language influences and academic background impact on students' English language acquisition.…”

Section: Introductionmentioning

confidence: 86%

Investigating the predictive validity of Mathematics and Science Students at University

Selesho¹

2013

IJES

0

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This study, informed by the academic literacies approach, was part of a broader study that sought to establish students' perceptions of the efficacy of the English language interventions at a university using a case methodology. A sample of 142 students responded to a structured questionnaire on English Language Literacy Support Programmes for Students offered by the University's Writing Centre. The non-probability sampling method was used in selecting the students. Data were also collected through an interview with three university officials for triangulation purposes. Questionnaire data were quantitatively analysed (statistical frequencies) while interview date were qualitatively analysed by discerning themes. Paradoxically, the findings indicated that the students did not perceive themselves as weak in English (an aspect refuted by the interviewed officials) but indicated that they were in need of English language support. The study concluded that the English Language support services were therefore not as effective as they should be since few of the students made use of them. It is recommended that the English Language support services need improvement in terms of space, human and e-resources to support teaching and learning. Moreover university authorities should seriously consider implementing a compulsory assessment test for all new entrants whose mother tongue is not English to identify those in need of such support.

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“…Although the positive social and cognitive benefits of the additive bilingualism approach are well known (Barnes 1990;Harmers & Blanc 1989, 56;Lambert 1970, 117), numerous studies indicate that the new language education policy has been ignored and parents are opting for a straight-for-English approach (De Klerk 2002b;de Wet 2002;Lemmer 1995;Moyo 2001;Rossouw 1999;Ward 2003). Although it should be easy to adopt the policy in rural areas, the situation is far more complex in urban areas.…”

Section: Africa's Responsementioning

confidence: 97%

English as a global language: An African perspective

Barnes¹

2005

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In English as a global language, the author, David Crystal, tells the story of the spread of English around the world. He attempts to explain how English achieved its current status as a global language and he speculates on the possible future of English as a world language. He considers the possibility of English being superseded by another world language or of it evolving into a family of languages. This essay considers some of the issues raised in this book, which have implications for the linguistic ecology of Africa. The educational, political and social implications of the current and future status and use of English in Africa are reviewed, as well as the impact of the language on local languages.

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Problems in Implementing Instructional Languages: Why the Language-in-Education Policy will fail

Cited by 8 publications

References 2 publications

An Evaluation of Students’Admission Exercises (ESAE) in Kaduna State University, Nigeria

An Evaluation of Students’Admission Exercises (ESAE) in Kaduna State University, Nigeria

Investigating the predictive validity of Mathematics and Science Students at University

English as a global language: An African perspective

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