ABSTRACT
Increasing numbers of students from other countries, especially sub-Saharan African countries, are choosing to register at universities in post-apartheid South Africa. e need to understand how student access and success is inuenced by language and medium of instruction and, in turn, how institutions view and provide educational responses to student needs, is therefore growing in importance. Adding to the challenges faced and posed by the increase in international students, however, is the fact that in Africa generally, the language of instruction in education is not the mother tongue of students. is means that universities face a signicant challenge – that of providing eective and meaningful language learning and development opportunities for the great majority of their students, and not only for a relatively small number of international students.
