LOST IN TRANSLATION: STUDENTS NAVIGATE LANGUAGE BARRIERS AT NWU

Akhona Maphumulo 

@akhonamaphumulo9

 

Struggling to follow lectures due to unclear interpretation? Some students at North West University (NWU) say language barriers continue to affect their academic performance, despite the university’s multilingual language policy aimed at promoting inclusivity.    

 

The university adopted its language policy in November 2018, with the development of multilingual programmes taking place in 2019 and implementation commencing in 2020. The policy was designed to create a functional multilingual learning environment and improve access to education through services such as translation, interpreting, and multilingual teaching strategies. Professor Robert Balfour, Deputy Vice-Chancellor for Teaching and Learning, previously noted that the initiative forms part of the university’s broader transformation agenda. At the same time, language director Dr Keaobaka Seshoka emphasised that access to multiple languages is important for student success. 

 

According to Onkutlwile Mere, Acting Section Head of the Translation Unit, the Language Directorate offers a range of services, including translation, interpreting, transcription, and voice-over work. These services are provided in four official South African languages, which are English, Afrikaans, Setswana, and Sesotho, and are based on the linguistic needs of the university’s campuses. The aim, she explained, is to promote a multilingual institution that supports students from diverse language backgrounds. 

 

However, despite these efforts, students report ongoing challenges with interpretation services during lectures. An anonymous second-year student who does not understand Afrikaans said interpreting services are not effective for them. “I often find the interpretation lacks depth or clarity. It feels like the interpreters may be fluent in the language but don’t fully grasp the technical subject matter,” the student said. They added that important nuances and context are often lost, making it difficult to follow the logic of lectures in real time. 

 

The student further explained that the language barrier has had a significant impact on both their academic performance and motivation. “I am a consistent, hard-working student who strives for high marks, but in this module, the language barrier has forced me into survival mode,” they said. The interpretation is often unclear, and they are forced to spend additional time self-studying to grasp concepts that should have been explained in class. “At this point, I am no longer aiming for the high marks I usually achieve. I am simply struggling to pass.” 

 

A third-year student, who’s identity is known to Wapad, shared a similar experience, stating that interpreters do not always translate questions asked during lectures, which creates confusion when lecturers respond. The students also said they do not feel comfortable participating in class due to limited understanding. “There are holes in my notes. When I am trying to study, I cannot refer to what I wrote in class,” they explained. Improved and more direct translation could significantly enhance their academic performance. 

 

In contrast, Afrikaans-speaking students described a different experience. A second-year student, who prefers to be anonymous, said being taught in Afrikaans improves their understanding of course material. “Even when I study, I explain things to myself in my language, so being taught in Afrikaans makes it easier,” the student said, adding that they feel comfortable participating in class.

 

A third-year Afrikaans-speaking student, who also prefers to remain anonymous, also highlighted that while the language of instruction does not affect them personally, it can impact others. They observed that limited class participation sometimes affects productivity, as not all students feel confident enough to engage. 

 

According to Mpho Mhonyera, Section Head of Interpreting Services, one of the primary challenges facing the university in providing language accessibility is funding. “Languages are very expensive,” she said. She also explained that while the university does provide these services, additional funding would allow for greater support and expansion. 

 

Mhonyera also emphasised that separating students into different language groups is not a viable solution, as the university prioritises inclusivity and social cohesion. “Students learn from each other, from culture to language,” she said. Integrating students from different linguistic backgrounds is an important part of the institution’s transformation goals. 

 

She added that interpretation and language services are widely used across faculties such as health sciences, pharmacy, and agricultural sciences, while also supporting students with specific needs, including those who require sign language services. However, she reiterated that increased resources would allow the university to further strengthen these activities. 

 

While the university continues to expand its multilingual initiatives, students’ experiences suggest that gaps remain between policy and practice. Although interpretation and translation services aim to bridge language differences, their effectiveness in real-time learning environments continues to shape how students engage with their academic work. 

 

The Sennheiser EK 2020-DII Tourguide Receiver is used for interpreting (Source: Supplied by an NWU student). 

 

Edited by Isabel Burgers