Abstract
In South Africa, there are ongoing debates regarding the preservation of Afrikaans as language of tuition at higher education institutions. Many universities in South Africa have already stopped their Afrikaans offering partially or fully. At Stellenbosch University, accounting students can choose to be taught either in Afrikaans or English. However, after the announcement that the external accounting board examinations can only be written in English from 2022, Afrikaans-speaking accounting students regularly question their language of tuition. In this article we analyse the attitudes and opinions of Afrikaans-speaking accounting students at Stellenbosch University, specifically regarding their choices on language of tuition. Current Afrikaans-speaking students were invited to participate in focus-group discussions. The questions asked during the discussions were derived from the themes in literature and the uncertainties evidenced by prior Afrikaans students regarding their language of tuition.
From the literature we discuss the advantages of mother tongue education as well as the advantages of tuition in Afrikaans and English. Not only does mother tongue education have academic benefits; it also promotes communication, emotional security, the forming of a positive identity and inclusivity. The literature argues that English is the lingua franca and provides international access. All textbooks are in English, and it is less expensive to provide education only in English. We investigate the term multilingualism and differentiate between horizontal multilingualism and vertical multilingualism to conclude that both dimensions are crucial for effective learning. Functional multilingualism includes both these dimensions and is defined as the choice of a specific language in a specific situation, determined by the function, audience, or message it needs to portray (Heugh 2015). We then briefly discuss prior studies on language of tuition for accounting students, which were all quantitative by nature.
Four focus-group discussions were organised as part of the research, and a total of 16 participants took part. The data collected from the focus-group discussions were analysed thematically. It was determined that most Afrikaans-speaking students already convert to English as language of tuition in their first year. However, a substantial number of students choose to complete at least their first year in Afrikaans. Almost all students convert to English before or during postgraduate studies. All participants were satisfied with the language choices they exercised.
Participants mentioned several factors that influenced their choices relating to their language of tuition, of which many were also identified in the literature review. Factors that encouraged participants to convert to English as language of tuition sooner, rather than later, include that the board exams henceforth will only be available in English; the fact that English is seen a universal language and the predominant language in the business world (as indicated also by Bornman, Pauw, Potgieter and Janse van Vuuren 2017; Dreyer, Ontong and Bruwer 2021; Rossouw 2018; Webb 2016); increasing integration of technology of which the technical terms are more familiar in English; and the fact that prescribed textbooks are only available in English. Participants also noted that converting earlier gives the student more time to master English as an academic language (to learn to think and write in English). On the other hand, factors that encouraged students to study for longer in Afrikaans included the perception that one understands and communicates better in one’s home language (as Bornman, Pauw and Potgieter 2014; Bornman et al. 2017; Webb 2006 also indicate); smaller homogenous classes are less intimidating and give students more self-confidence (in line with research by Bühmann and Trudell 2008); enabling students to adjust first to the new educational environment (from high school to tertiary education) before changing their language of tuition.
Participants’ choices regarding their language of tuition have certain consequences, among others for their ability to practise in Afrikaans as accountants, on their identity and culture, on their functional multilingualism, and how they interacted with law books during their studies. Participants voiced that receiving education in Afrikaans enabled them to practise as accountants in Afrikaans and English, giving them a competitive advantage in the workplace. It also protects the Afrikaans language and cultural heritage. Students who converted to English as language of tuition earlier indicated that their academic/work language is English, while their social language is Afrikaans – an indication of vertical multilingualism. Participants who studied longer in Afrikaans were comfortable to socialise and work in both Afrikaans and English, an indication of horizontal multilingualism. Participants expressed the opinion that the English standards and legislation textbooks (books that they may take into assessments) made more sense and were more helpful after converting to English as language of tuition. In contrast, some participants felt that students may have a deepened understanding of a topic if they first learn it in Afrikaans without extensively relying on their English standards and legislation textbooks.
Participants also gave advice to future students relating to the conversion process from Afrikaans to English as language of tuition, which included the use of a glossary for Afrikaans and English terminology; reading English fiction to improve overall language skills; and attending classes and tutorials in English. They also indicated that mastering English as a written language takes longer than being able to access it as spoken language.
Finally, participants expressed their opinions about the preservation of Afrikaans as tuition language at Stellenbosch University. Participants indicated that the demand for Afrikaans as a language of tuition should drive its supply. Participants also agreed that Afrikaans still plays an important role, especially on first-year level. Participants indicated that Afrikaans as language of tuition later enables accountants to practise in Afrikaans and it protects the Afrikaans language and culture. Moreover, not all students will write the external accounting board exams, so not all students will be influenced by the language of the board exam.
The findings of the study can help future Afrikaans-speaking students to make informed decisions regarding their language of tuition. It can also assist lecturers and other stakeholders who advise students in this regard and provide information to Stellenbosch University regarding the retention of Afrikaans as language of tuition for accounting students.
Keywords: Accounting; Afrikaans as language of tuition; Afrikaans-speaking students; functional multilingualism; mother-tongue language tuition; Stellenbosch University
Lees die volledige artikel in Afrikaans:
Onderrigtaalkeuses van Afrikaanse rekeningkundestudente: faktore, gevolge en aanbevelings