First, it is worth noting that a comprehension of the language of instruction is a significant factor, due to its lasting effects on learners. Academic success depends largely on their ability to read with comprehension. This goes beyond surface level comprehension. Students are expected to analyse complex situations and devise strategies to solve challenges which are mostly presented to them in English.
However, in SA, there is a tendency among educators for whom English is the second language to resort to excessive use of code-switching, especially in rural areas and sometimes township schools. That seems to be the root of the problem among learners in understanding concepts. The effects of heavily relying on code-switching leads to students in universities struggling to communicate, write and comprehend in the language of instruction.
Educators mediate between learners learning and the subject content. However, if educators that are second language speakers of English, they also face challenges with the language, the challenges of language in education are much deeper. Learners coming out of such schools tend to struggle to comprehend the language of instruction when they get to tertiary institution, an environment which does not allow for code-switching because of diverse populations. This places such students in a disadvantaged position as it limits their participation in the learning process.
Research has shown that students who do not fully understand the language of instruction tend to rely on memorising and simply restating information. This can negatively affect them when examined on questions that require critical and analytic approaches. Learners exposed to excessive code-switching are likely to struggle with academic performance if they have not mastered the language of teaching and learning by the time they go to institutions of higher learning.
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