Multi-ethnicism in a Post-Pandemic Schooling Environment as a Recipient for Language Enhancement:Teacher Perceptions

Abstract

This study probed the role of multi-ethnicity, a constituent of a multicultural nation, towards university learners’ language development post the COVID-19 pandemic era. Attitudes of learners from diverse backgrounds, hence disbanded social relations as a prerequisite of the current stringent regulations, were investigated to identify how such narcissisms impacted language enhancement. A sample of five English language teachers from a university located in a rural environment of the Eastern Cape Province was purposefully nominated. Semi-structured interviews were administered to obtain data for this qualitative case study. Findings of this inquiry discovered that there are indications of learner segregation where learners discriminate against others from diverse backgrounds. In the same vein, findings divulged distortion in group work where learners from the same linguistic constituency preferred to interact in isolation of learners instigating from a different citizenry. These learner attitudes were observed to undermine others’ cultural traits. Such findings were reported to impact negatively on learning languages as those identified to be having problems in pronunciation and reading abilities were prompted by others. Learners with reading and pronunciation problems fill intimidated, which is a serious concern as these aspects are fundamentals in language learning. The study recommends an emphasis on the infusion of the Bill of Rights in all subjects underpinning the curriculum for learners to observe and respect each other’s cultural diversities. Keywords: English language, Language enhancement, Multi-ethnic, Diversity, Teaching.