dc.contributor.advisor | Ndinga-Koumba-Binza, Hugues Steve | |
dc.contributor.author | Limen, Mercy C | |
dc.date.accessioned | 2024-02-14T10:36:18Z | |
dc.date.available | 2024-02-14T10:36:18Z | |
dc.date.issued | 2023 | |
dc.identifier.uri | http://hdl.handle.net/11394/10647 | |
dc.description | Magister Educationis - MEd | en_US |
dc.description.abstract | The complexity of second language acquisition (SLA) by young adults as seen through the lenses of students with different needs and objectives has a tremendous language conflict potential to the acquirers. Languages spoken both at home, within communities, social gatherings, and at learning institutions of which a specific language is the medium of instruction, differ from one ethnic group to another and from one society to the other. South Africa as a multilingual and multicultural society is hosting migrants with similar characteristics of a multilingual and multicultural background. This is an indication that SLA is unavoidable by the immigrants who are the minority. Acquiring English as a second language (ESL) is of paramount importance for their academic success. The current study focuses on French-speaking immigrant college students (FICS) in Cape Town. These immigrant college students interact closely with speakers of different languages in South Africa. This might have a significant influence in their SLA in the form of language conflicts and challenges. FICS may be semi proficient in various languages they encounter including English; however, fully proficient in none. This study is therefore established on the assumption that language contact resulting in language conflict plays a significant role towards SLA by French-speaking students within their Cape Town environments. Using a qualitative research methodology and the theoretical underpinnings of Vygotsky’s sociocultural theory, this study investigates the language conflicts and identifies the types of challenges encountered by FICS in Cape Town | en_US |
dc.language.iso | en | en_US |
dc.publisher | University of the Western Cape | en_US |
dc.subject | Codeswitching | en_US |
dc.subject | ESL Acquisition | en_US |
dc.subject | Social Identity | en_US |
dc.subject | Sociohistorical Approach | en_US |
dc.subject | Multilingual Society | en_US |
dc.title | Conflict and challenges in esl acquisition: an investigation within francophone immigrant college students’ environment in Cape Town | en_US |
dc.type | Thesis | en_US |
dc.rights.holder | University of the Western Cape | en_US |