This study found that the learners saw English as being a very important element in their journey to acquire an education. English was actually seen as a basic element without which a learner cannot succeed in his or her academic journey. It was seen as a fundamental requirement to have adequate English skills because it is the language through which teaching and learning takes place. In other words, without adequate mastery of English, the learners believed it was difficult to grasp the content delivered hence leading students to fail at the end of the academic year. Proficiency in English language therefore was interpreted to be a cornerstone for the learners’ success in education especially because all the subjects except siSwati are taught in English. Even though this may not always be the reality on the ground, with some teachers code switching, however the tests and examinations are given in English language hence the learners concluded that those with weak skills in English find it hard to attempt the questions in a satisfactory manner.
The study also found that those learners with weak English skills struggle to pass ESL, which is a very crucial subject that either enables or disenables them to get admitted at tertiary level. It is an impossibility to succeed academically for a learner who failed to get a pass in English. The EDSEC policy clearly stipulates that learners need to pass ESL before they can proceed to their next level of study. What this implies is that even if a learner would get distinctions in all the other subjects, but if they failed to get a pass in ESL, then they are considered to have failed the examination. Some learners opt for upgrading the subjects they failed while some restart in Form 4 in order to get better results.
On another note, the learners alluded to the fact that English was of a very high value to them because it opens job opportunities for them. As explained by the drawing depicting the conceptual framework, the siSwati zone does not offer much opportunity yet the English zone flourishes with opportunities for employment and academic advancement and more.
Jobs that remunerate well require skilled labor and English was seen to be one of the skills required in order to secure a good job. As a result, those who lack English skills often end up missing opportunities and being sidelined in favor of those who possess those skills. This is equated to falling into the river whereby the learners basically fail to make it to the land of plenty hence they then have to make do with whatever means in order to earn a living. In fact, the learners here noted that it would be difficult to even hold up the job interview with the lack of English skills. So, the learners’ understanding of the value of English in the education system in Swaziland was that it was a very crucial component to the learners’
84
academic success. Failing siSwati for instance was seen as not being as bad as failing English because it is not the LoTL nor the subject that determines if one can or cannot be admissible to a college or University.
These findings are in line with May (2007) who concur that having English language skills puts one in an elevated position as compared to somebody who does not speak English.
This is the reason why many people, given a chance, would opt to acquire English skills because it offers better job opportunities than any other language (Pennycook 2008 in Roux 2014). Ferguson (2013) even claims that there is a link between English and getting a job.
Finally, many people feel that having English language skills is the path out of poverty and a sure entry to certain well-paying professions (UNESCO, 1953). Even though this may not always be the case, but the fact stands that if one has good English skills, they stand a better chance of obtaining a job than one who does not have them. So the value of English cannot indeed be doubted.
5.2.1 THE VALUE OF ENGLISH IN OTHER OFFICIAL DOMAINS IN SWAZILAND
The language planning policy of the country is in line with what Cobarrubias (1983) refers to as linguistic pluralism. It actually recognizes the two languages as being co-official in the country, English and siSwati. Unlike in other countries such as South Africa whereby there are eleven official languages due to the different ethnic groups who reside in that country, Swaziland is not divided along tribal lines hence siSwati is the only mother tongue. Just like the majority of African countries such as Malawi, Lesotho, Kenya and others, English, the former colonial language was adopted to be the other official language. Moving away from the education sector whereby it was clear beyond any shadow of doubt that English is the only recognized official language by virtue of it being the LoTL, the study made the following conclusions of the value of English in other official domains in Swaziland.
The learners reaffirmed that English is widely used not only in the education sector but is also the preferred language in other official domains in Swaziland. For instance, the learners made examples of the High Court of Swaziland whereby trials and verdicts are delivered in English. This elevates the value of English. The use of an international language, English in this case, as a lingua franca in official domains is what Cobarrubias (1983) refers to as internationalization. Even going to a cinema requires one to be conversant with English language because the movies are mostly in English. It is clear beyond reasonable doubt therefore that even though there are drives to vernacularize siSwati as a language, such as producing the siSwati dictionary by Mcmillan Swaziland, a books publishing company,
85
English is a formidable language that opens doors or closes them for those who lack English skills. English is therefore of more value when one studies other official domains in which it is used.
5.2.2 HOW CRUCIAL IS IT FOR THE SECONDARY LEARNER TO BE COMPETENT IN ENGLISH LANGUAGE?
As already mentioned earlier with the conceptual framework for this study, English was viewed as a bridge which enables the teaching and learning process to run smoothly.
According to the conceptual framework, a learner who has good English skills is better able to grasp the content that is delivered using English as the LoTL. Moreover, a secondary learner who has passed English stands a better chance of being admitted to tertiary institutions. The learners in this study therefore viewed having adequate English language skills as being an integral component of their success in learning.
The study found that the learners were well aware of the repercussion of not being competent in English. First, they alluded to the fact that it was necessary for them as learners to be exposed to environments where English is used while at a young age because they believed that developing the skills of using English depended also on how much a person was exposed to it. They decried the fact that a majority of them do not have access to environments which allow them to use English outside of the classroom. As a result, many of them only use English in school because when they get home, they switch to speak siSwati their mother tongue. One learner, L4 even mentioned that in some family setups it was interpreted as a sign of disrespect to speak with the elders in English. The study concluded therefore that Swazi learners face challenges in their quest for improved English language skills ranging from lack of access to reading materials at home which they could use to improve their mastery of English.
The study found that the lack of English language skills obstructs the learners’ ability to receive instruction and content given in that language. These findings are in agreement with an assertion made by Glanz (2013) who argues that students who learn in a language that they do not master are disadvantaged when it comes to assessment. These learners according to Glanz (2013) often perform poorly as compared to first language speakers of the LoTL. Babaci-Wilhite and Geo-Jaja (2014) also concur with this assertion and argue that learners who learn in their MT are often more resourceful and better academically prepared than those who use a second or even a foreign language. It comes as no surprise therefore
86
that the learners who partook in this study felt inadequate and ill prepared to absorb content if they have weak English language skills.
5.3 RESEARCH QUESTION 2: WHAT ARE THE LEARNERS’ POSITIONS REGARDING