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

Bulelwa Makena ORCID iD

Issue: Vol.3  No.11 October 2022 Post COVID-19 Special Issue  Article 20 pp.252-260
DOI: |   Published online 3rd November 2022.
© 2022 The Author(s). This is an open access article under the CCBY license (


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. 

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Dr. Bulelwa Makena is currently a lecturer and a researcher at the Faculty of Education, Walter Sisulu University, South Africa. This researcher was grounded in research and academia by obtaining academic and professional qualifications from diverse institutions of higher learning: the University of Pretoria, the University of Stellenbosch and Walter Sisulu University. She is a PhD holder in Language Education. Her research focuses on strategies to enhance reading proficiency among the youth of our country, thereby instilling a reading culture. She has published articles in several local and international journals, local and international conference proceedings, as well as book chapters, all of these publications embedded in both qualitative and quantitative research methodologies.

Makena B. “Multi-ethnicism in a Post-Pandemic Schooling Environment as a Recipient for Language Enhancement: Teacher Perceptions,” E-Journal of Humanities, Arts and Social Sciences 3, no.11 (2022):252-260.

© 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (