Misunderstandings about language issues

The data indicates that there were serious misunderstandings between international postgraduate students and the university about what the university expected from these students regarding language policy and how students should be supported in this regard. Participants felt that they were not adequately informed about language policy, particularly about bilingual approach that the university was adopting or had adopted. What they were informed about was that English was the medium of instruction, but they were not told that there is an additional language to be used, and that they had to learn that language. Because of that misunderstanding, international postgraduate students were frustrated with the situation on the ground, namely, that the university becoming bilingual, and the students were excluded from benefiting from that process. The university adopted an indigenous language (isiZulu) as an official language of teaching and learning. Whilst it was applauded by many in the country, this posed a challenge for international postgraduate students who did not know the language and did not see the need to understand it. What contributed more to their frustration is the fact that they were not informed about this before they left their home country. In addition, the university was doing very little, if any, to support them and thus integrate them into the university community.

Participants experienced language issue as a major struggle in their lives at the university, and it became clear that language issues are a major concern regarding the way in which participants are able to overcome their other struggles. The struggle of language was prevalent across all participants. Participants A, B and C have experienced the challenges posed by their inability to speak the local language. Participant A has taken the initiative to learn a little bit of the local language.

…Interacting with other students you know when you don’t know the language it’s kind of a problem so, you try as much as you can to learn the little you can learn; it’s not easy to learn languages so interacting this is an academic environment you can use English and communicate in English….(Participant A).

64 The approach adopted by Participant A was also used by Participant B who also made attempts to learn the language rather than wait for the university to help them. He said:

…..It's has not been easy considering you are a foreigner, sometimes getting help from other students is hard, it’s hard to get directions even when asking where library is the minute they see you are speaking English they walk away……(Participant B).

These sentiments were also shared by Participant C who also added another dimension of local attitudes towards foreign nationals generally. This participant had this to say:

…..I met more South Africans in our department and I feel that especially during my first two years, people are not really welcoming to foreigners. Sometimes I do understand because maybe, it’s about speaking in English people want to use their own language because its familiar and itis easy; so if you can’t speak their language they tend to leave you behind that’s what I experienced…..(Participant C).

Language has made it incredibly difficult for international students to feel accepted into the community of students at the university. Local students communicated exclusively in isiZulu with each other without considering the person who was not familiar with the language, yet being part of the conversation. This has led to international students feeling rejected and purposely excluded from conversation. Participant had this to say in that regard:

…..it’s difficult for all international students especially if you don’t know the language to really integrate into the system.

The views and experiences expressed by these participants were shared by all the participants. Participants in the study did not just complain about the injustices they experienced regarding the language issues. They expressed a clear understanding that the policy is clear that undergraduate students have to learn the local language (IsiZulu) and it provides modules that are prescribed. However, nothing is said about international postgraduate students. They get shocked when during lectures, lecturers use the local language extensively and forget that there are other students who are not familiar with that language.

….lecturers end up ignoring that there are students who don’t know Zulu. You will find for instance, that a lecturer will put a notice up on their door in Zulu, and sometimes, a discussion can continue in class for 10 up to 30 minutes, or a lecturers can address an issue or make an announcement without realising that other students are being left out. So, the policy is good but sometimes, in the classroom it creates situations where certain people feel uncomfortable (Participant G).

Participants in this study have expressed similar views that better integration into society is facilitated through sharing a common language. However, the language barriers expressed meant that accommodation into society could only be achieved through fluency in the language

65 of that particular society. That is why Participant C argued that the university needs to consider conducting IsiZulu lessons for international postgraduate students. This view is similar to what participant G had suggested in relation to the isiZulu compulsory module for the undergraduate students.

Participant C recommended that if the university is serious about inviting international postgraduate students to study at its institution, it should also make provisions for integration of these students through the use of indigenous language. It should inform them timeously about the need for them to learn the additional language of teaching and learning and also should provide support in the form of for instance, a module or modules in that language. Such a move will achieve a number of outcomes such as the facilitation of effective teaching and learning, as well as, helping in the integration of foreign students into the broader university community. This is what Participant C had to say:

….I believe as university accepting international students when they are coming I think they should have a programme where they teach them IsiZulu language to help them to integrate because remember, they are not just coming to school they are coming to a society; so, they need to understand to be able to interact as postgraduate students coming maybe the first 3 months have IsiZulu classes so that they learn at least the basics of IsiZulu so that they could be able to interact with others. It’s a challenge because sometimes you need help as it affects your mobility as well….

The extract above clearly shows that international postgraduate students seek solutions to problems rather than just complaining about bad situations on campus. The participant also highlights important issues relation to language use and how it can help facilitate social cohesion. Language is an important communication tool used to form a cultural reality and identity (Ngwane, 2016). The University for this Research Study was based in the province of KwaZulu-Natal and the languages predominantly spoken are isiZulu and English. Though this university attracts students from all over South Africa but by virtue of its KwaZulu-Natal location majority of its students are from within the province and therefore Zulu speaking.