Investigating English communication challenges experienced by African students at a technical and vocational education and training (TVET) college in KwaZulu-Natal

Abstract

South African higher education institutions are characterised by linguistic diversity, with students coming from a wide range of language backgrounds. However, within these institutions, English remains the dominant language of instruction for all students, even though many students use English exclusively within the confines of the institutional context. Therefore, this creates significant challenges for students when communicating in English, particularly as English serves as the global language of communication, and many students come from backgrounds and schooling experiences that offered limited exposure to English. Hence, this study focuses on the challenges experienced by Black non-English speakers when they reach higher education institutions, which are Technical and Vocational Education and Training (TVET) Colleges, and the medium of instruction is English. The study investigates challenges these students face in communicating in English, examines how English was taught in high school and identifies strategies that can support improved communication at the higher education level. Bruner’s Instruction Theory frames the study, highlighting how mediated learning can enhance students’ ability to transform and transfer what they are learning. This study employed a qualitative research approach, making use of classroom observations, focus group discussions, and questionnaires for the collection of data to determine factors contributing to students experiencing communication challenges when it comes to the English language. Participants included the first and final year English students at a TVET college in KwaZulu-Natal and observed the teaching strategies used to teach English communication and the language barriers students encounter when speaking. Findings assisted in addressing the English language barrier problems that students experience at their entry level at the College. The following recommendations are made: Adequate teaching and learning contact sessions for English, a proper and well-monitored intervention programme for students who have an English language barrier, a revised TVET College minimum entry requirements system that caters for all students and introduce more English programmes like a book reading club, poetry sessions, and debates.