The attitudes of isiXhosa-speaking students toward language of learning and teaching issues at Rhodes University, South Africa: General trends

Abstract

This paper, selectively based on the results of Aziakpono (2007), examines the beliefs of isiXhosa-speaking students and in the process reveals their attitudes toward various languages of learning and teaching (LOLT) issues at Rhodes University, South Africa. The relevant data were gathered using a survey questionnaire and interviews (individual and focus group). The results reveal that respondents have a generally positive attitude toward English as LOLT, based mainly on instrumental motivations. More importantly, there was a positive attitude toward the use of isiXhosa alongside English. The expressed motivations for the use of isiXhosa in this regard were both instrumental and integrative in nature. The majority of respondents who supported a bilingual arrangement did not, however, believe that a fully-fledged bilingual policy would be practical, mainly because of the multilingual nature of Rhodes University. They felt, rather, that providing English and isiXhosa exam question papers, bilingual tutor support and isiXhosa definitions of discipline-specific technical terms would facilitate learning.

Southern African Linguistics and Applied Language Studies 2010, 28(1): 39–60