The information processing predicament of non-English-speaking students in an academic community of practice

Abstract

This study set out to explore the information processing dilemma of French-speaking students (FSS) in an academic community of practice (ACOP). Utilising a single case study approach, semistructured interviews, focus group interviews, narrative inquiry, situated learning theories and transformative learning theory, French-speaking students interpreted academic information from English to French and back to English before they could construct scholastic knowledge. The paper suggests that facilitators of learning should ensure adequate interaction between them and the other stakeholders. They are also to ensure the use of technology to enhance the processing and transformation of academic information by the French-speaking students.