Altres indicis de qualitat del projecte de Màster que es volen fer constar

English as the medium of instruction is widely accepted as an institutional fact, Students regard English as an aspect of institutional life against which they conduct their daily lives on campus, and whose use, function, status and meaning they collectively agree on – even if they do not think about it (Broekman and Pendlebury 2002:289 cited in Cross, Shalem, Backhouse and Adam 2009). However the English language is a major constraining factor for students who come from Black and rural

Page 126 schools (Cross et al, 2009). Language difficulties were found to be crucial to the reasons for students dropping out of Accounting III. From the findings the following categories were deduced; the participants‘ experiences due to not being English mother-tongue speakers and English language difficulties.

5.2.2.1 Category 1: Difficulties with English as the language of Teaching and Learning:

What was evident throughout the interview process was the fact that students‘ language skills were poor. Thus it led the researcher to believe, as stated by Seroto (2004) that rural education still requires grave attention. The rate of under-qualified and unqualified teachers remains high in rural provinces. The state of qualification of school teachers will ultimately affect educational standards in those provinces (Seroto, 2004). In this study the researcher found Language difficulties to be crucial to the reasons for students dropping out of Accounting III due to them coming from disadvantaged schools where English was taught as a second or third language. The participants ultimately struggled to cope with the institutional language, particularly at third-year level.

5.2.2.1.1 Sub-category 1: Frustrations with English as the Medium of Instruction

In the South African context, in spite of the many reforms in education, Black students who were schooled in their vernacular often had to spend extra hours trying to make sense of English language text books and course notes at universities (Lindow 2006:44). They were often schooled in a more traditional manner where they were not encouraged to think for themselves. This is very different to a university environment where students are expected to be critical thinkers. Recent research includes a study by Koch and Kriel (2005) on the need to integrate language and language-related skills into the Accounting curriculum. All three participants felt the language of teaching and learning was a major problem and it contributed to their reasons for dropping out.

Page 127 5.2.2.1.2 Sub category 2: Personal Challenges

Slonimsky and Shalom (2006:47) speaks about students‘ failure to pull out arguments in texts leading to poor structuring of ideas and illogical arguments because students often believe that their thinking is correct they become demotivated. They often spend hours reading without fully decoding the parts of the text. This causes major frustrations.

5.2.2.2 Category 2: English Language Difficulties

Access from the point of ―curriculum design‖ which emphasises the importance of sequence and progression (Muller 2006) and academic practice which examines pedagogical forms in which lecturers can socialise under-prepared students into its specific form of text-based practices (Slonimsky and Shalem cited in Cross et al 2009) need to be looked at in terms of how to assist university students who experience difficulties with the dictates of their academic disciplines. Difficulties of adaptation of non-traditional or under-prepared students due to their disadvantaged backgrounds are compounded by the student‘s inability to master the institutional language (Coulon, 1993). Language difficulties greatly contributed to the participants dropping out of Accounting III in 2009. We can clearly deduce this when looking at the sub-categories.

5.2.2.2.1 Sub-category 1: English Language Content in Class

In the sub-category ‗Content in class‘ the following was revealed: Black students who were not already skilled in the English language may require enormous attempt to maintain a sound understanding of lecture presentations. The problem can be compounded by predominantly English Home Language speakers lecturing to students whose home language are not English. Van Heerden (1997:83) found that poor academic results and high university failure rates in South Africa were due to the language of instruction being English or Afrikaans. These languages were foreign to most students who had grown up speaking a vernacular. They were more likely to drop-out due to frustration and a lack of adaptation.

Page 128 5.2.2.2.2 Sub-category 2: English Language used in Tests and Examinations In this sub-category all three participant who dropped out of Accounting III in 2009 struggled extensively during Accounting III tests and examinations in 2009 with correctly understanding and interpreting the language used in the question papers. Institutional English, especially since it is the medium of instruction at the university of Fort Hare, presented students with challenges due to them not being English mother tongue speakers. This is not unique to the Fort Hare context many studies conducted world- wide (SAQMEQ II, 2010), speaks of students struggling with language that is not their mother tongue. This leads to under-preparedness amongst students. Nyamapfene and Letseka (1995) confirm that under-preparedness amongst students from poor socio-economic backgrounds tend to contribute to their academic difficulties at university. The university curricula included matters that were unknown to many Black students. Clearly, the information could not be successfully accommodated within the students existing frame of reference. Piaget (1950) cited in James et al., (2008), suggested that through cognitive processes people construct and modify their intellectual schemes in terms of learning, especially a new language and /or environment by using organization to promote adaptation which occurs through two complementary activities, assimilation and adaptation. It would, therefore, make sense that Black students studying in an unfamiliar environment, within a context and in a language that is foreign to their existing accommodation schemas, would need assistance in assimilating and accommodating language experiences in order to ensure successful adaptation and organization. Failing this, they are more likely to drop out due to frustration and lack of adaptation.

When looking at language it can clearly be deduce that all three participants had difficulty with language and this directly contributed to them dropping out of Accounting III at UFH. As stated by Coulon (1993), today the problem is not to enter university but to remain there. Lindow (2006:44) found a similar problem of language still existing in the South African context in spite of the many reforms in education. Black students, who were often schooled in their vernacular with English only a second or third language, often had to spend extra hours trying to make sense of English text books and course notes at Universities. This increased their chances of dropping out. They were often schooled in a more traditional manner where they

Page 129 were not encouraged to question or think for themselves. This is very different to a university environment where students are expected to be critical thinkers. Therefore, language can be seen as a major reason for students dropping out of university, even at third year level.