The position of English in the language repertoires of multilingual students at a tertiary institution: A case study at the Vaal University of Technology

[摘要] ENGLISH ABSTRACT: This thesis describes a case study on the position of English in the language repertoires of students atthe Vaal University of Technology (VUT). Despite its multilingual student body, English is officiallythe VUT's only language of learning and teaching (LoLT).The aim of the study was to draw up a language profile of VUT students by making use of languagebackground questionnaires and language portraits. Furthermore, the study investigated the languagebiographies of a selected group of students with similar language histories, in the sense that they livedin the same province (Limpopo), had the same schooling background and had similar exposure to themain languages of that province. Here, the aim was to provide a detailed description of the formativelanguage experiences of these students as reported in their language biographies and to gain insight intohow these experiences relate to their current knowledge and use of English. Individual interviews wereconducted with the Limpopo students, and their English marks over a two-year period were considered.All participants were enrolled for the compulsory second-year subject Applied CommunicationSkills. Data collected consisted of 127 completed language background questionnaires and languageportraits, eight individual interviews, and the following marks of the interviewed participants: themark for English on their National Senior Certificate, the mark for the compulsory computer-basedVUT course English Development Learning, and the mark for Applied Communication Skills. Ananalysis was also done of the Limpopo students' English essays. A mixed methods approach wasfollowed: some findings were presented as descriptive statistics, and thematic analysis was also done.Findings included that 10% of the participants were bilingual and 90% multilingual. Participants onaverage spoke four languages, but some spoke up to 10. Most were not highly proficient in English,but participants still indicated that English was their language of choice outside of family-relateddomains: whereas they mostly used African languages in the home and at family and religiousgatherings, they almost exclusively used English at university, on social media, and at socialgatherings. That said, they voiced appreciation for their mother tongues and valued multilingualism.The findings for the Limpopo students concurred with those for the participants as a whole, with theanalysis of their essays and English marks indicating limited English proficiency. Aliteracy (thephenomenon that adults who can read and write in a particular language choose not to do so) wasnoticed amongst the participants for the African languages they spoke as mother tongues. Based onthe findings of this study (including those on aliteracy in African languages), English is at presentdeemed the most suitable LoLT for the VUT.This study drew on established research in the fields of multilingualism in education; language policyand practice; language repertoires, biographies, and identities; and language as an instrument inlearning. Based on the findings of this study, the recommendation is that students should be offeredopportunities to develop industry-acceptable English skills in order to improve their chances ofobtaining good employment and progressing well on their chosen career paths.

[发布机构] Stellenbosch University