Abstract
In most post-colonial African states, colonial languages occupy prominent teaching, learning, and research spaces. While South Africa has made significant strides in recognising Indigenous languages through policies and restorative legislation, the level of uptake of Indigenous languages has remained a thorny issue. The marginalisation of indigenous languages can have dire consequences for research students in particular, for example, cultural disconnection and biases, linguistic barriers, and identity conflict, among other things. On this basis, this study sought to explore how proficiency in English influences Indigenous student success in postgraduate student research programmes. To achieve this aim, the study employed a qualitative research approach and a case study design. Data were collected from 21 participants comprising nine Indigenous PhD students, seven Indigenous Master's students, and five supervisors who were purposively sampled. The study's findings reveal that proficiency in English significantly influences the success of postgraduate students at the selected university in several ways, including communication skills, engagement with supervisors and peers, and networking and collaboration with researchers from different linguistic and cultural backgrounds. The study recommends language support programs, intercultural competence training, mentorship and support structures, and facilitating networking opportunities. Through promoting inclusive practices, the university can enhance the academic success of postgraduate students.
Author Information
Bonginkosi Hardy Mutongoza, University of Fort Hare, South Africa
Manthekeleng Agnes Linake, University of Fort Hare, South Africa
Sive Makeleni, University of Fort Hare, South Africa
Paper Information
Conference: PCE2024
Stream: Educational Research
This paper is part of the PCE2024 Conference Proceedings (View)
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To cite this article:
Mutongoza B., Linake M., & Makeleni S. (2024) From Fluency to Flourishing: The Influence of English Language Proficiency on Research Student Success ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 429-440) https://doi.org/10.22492/issn.2758-0962.2024.33
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.33
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