Venicia McGhie, Karen Dos Reis

Translations as a Transformative Form of Language Support to English Additional Language Speaking Students at a South African University

Introduction

Translations as a transformative form of language support to english additional language speaking students at a south african university. This study shows how translation interventions at a South African university help English Additional Language students. Improved comprehension & pass rates highlight crucial language support needs.

Abstract

This paper reports on a translation intervention strategy piloted in the first semester of 2017 in the business faculty at a historically black university in South Africa. The pilot study covered the implementation and monitoring of translating instructions, questions and explanations into two of the students’ first languages in the formative assessments in the first-year Management 131 module. The findings show that the translations in their home languages assisted the students in comprehending the instructions and course content. In so doing, it levelled the playing field and enabled them to perform optimally, which aided the pass rate in the module. Additionally, the English-speaking students felt the intervention was a good idea; at the same time, the other additional language-speaking students also requested translations to be done in their languages. The findings provide evidence that students who are English additional language speakers need additional language support to succeed in their respective degree programmes at post-school institutions.

Review

This paper presents a highly relevant and timely pilot study on the use of translation as a form of language support for English Additional Language (EAL) speaking students at a South African university. The abstract effectively conveys the core intervention—translating instructions, questions, and explanations into students' first languages in formative assessments—and its positive outcomes. The findings, indicating improved comprehension, optimal performance, and enhanced pass rates, address a critical pedagogical challenge in multilingual higher education contexts. This initial report offers a promising direction for enhancing student success, particularly within historically black universities striving for equitable educational opportunities. A significant strength of this study lies in its demonstration of a practical and impactful intervention. The concept of "levelling the playing field" through linguistic support is powerfully evidenced, suggesting that accessibility to content through home languages directly facilitates academic engagement and achievement for EAL students. The abstract highlights not only the academic benefits but also the positive reception from both EAL students and even English-speaking peers, indicating a perceived value and potential for broader acceptance of such strategies. This positive feedback from diverse student groups strengthens the argument for the necessity and effectiveness of targeted language support beyond traditional academic literacy interventions. While the abstract clearly outlines the benefits of this pilot, a full review would prompt further details. It would be valuable to understand the specific languages chosen for translation and the criteria for their selection, as well as the expertise of the translators involved. Given it's a pilot, expanding on the long-term sustainability and scalability of such an intervention across an entire curriculum or institution would be crucial. Future research could also explore the interplay between translation support and the development of academic English proficiency, or how this approach might be integrated with other forms of language scaffolding to foster comprehensive linguistic and academic development for EAL students.

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