Multilingualism and ICT education at Rhodes University: an exploratory study

Abstract

In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.