Second-language intervention for prospective l eT learners at a University of Technology

Abstract

Information and Communication Technology (ICT) has been identified as one of the key pillars of growth in the South African economy. Currently a skills gap exists in formally trained black and coloured ICT professionals. Concurrently, higher education institutions experience a changing  demographic profile of learner enrolments with high dropout rates, failure rates and an English proficiency level below the required Grade 12 level. The Vaal University of Technology (VUT) particularly experienced a high failure rate in the module, Programming l . Researchers at the VUT  introduced an entry-level certificate i n ICT, which includes an English  Proficiency module in order to improve the learners' English proficiency and to provide articulation for a diversity of learners into the Higher Diploma in ICT. The results indicate that the English Proficiency module had a positive correlation with the results of the Programming 1 module. Results also indicate the successful implementation of a teaching strategy based on collaborative constructivism.

Keywords: English proficiency; comprehension; ICT; programming logic