Teaching and Learning innovation for the 21st-century comes in various ways. One of the ways this notion has been highlighted as pertinent in 21st-century innovation in teaching and learning is the existential issue of the English language barrier in higher education for non-native English-speaking students, especially Black students. Furthermore, this innovation has been accompanied by the need for a technological pedagogy that makes learning available 24/7 to personalise students’ learning experiences. This article is more intrigued by the idea of using innovation rather than teaching it using the tools provided by AI. This innovation aims to contribute to and fulfil Sustainable Development Goal (SDG)4 (Quality Education) and SDG10 (Reduced Inequalities) by showing how the University of Johannesburg (UJ) can address the issue of language barriers in learning through Artificial Intelligence (AI). English serves as the international medium of instruction in academic settings (Rao, 2018; Abrar-ul-Hassan, 2021; Altbach, 2007), including at the UJ. However, the English language barrier presents a significant challenge at UJ. English is a second language for many students, particularly those from disadvantaged backgrounds. Black students, often from economically challenged environments, frequently struggle with limited English proficiency (Thamaga-Chitja & Mbatha, 2021; Webb, 2003; Monyai, 2010). This linguistic disparity creates a substantial obstacle to effective learning and academic success. These students have never been exposed to English-speaking schools and struggle to understand English at a higher tertiary level. I am a level two certified tutor by the internationally recognised CRLA Tutor Training Program at the UJ and a Top Tutor under “Most Innovative Tutor” 2022 in Anthropology certified by the Division for Teaching Excellence. In my experience, I have noticed how the English language barrier affects students’ access to the education that is supposed to be provided to them. Language plays a pertinent role in a person’s self-esteem and is a significant tool for students to access education (SDG4) (Ngidi & Mncwango, 2022). Mataka, Mukurunge, and Bhila (2020) concur by claiming that there is a cognitive insinuation to using English in all learning contexts. Drawing from Noam Chomsky’s SemanticCognitive theory, Goddard and Wierzbicka (2011, p.125) align with Lemmens (2015), asserting that “language is primarily relevant to higher-order cognitive processes that are largely, if not entirely, species-unique.” The perspectives of Lemmens (2015) and Goddard and Wierzbicka (2011) are crucial in addressing language barriers in lecture rooms, particularly for nonnative English speakers, including Afrikaans-speaking students. These barriers significantly impede comprehension and hinder effective learning. Goddard and Wierzbicka (2011) underpin the latter by detailing some of the cognitive effects I have noticed how the English language barrier affects students’ access to the education that is supposed to be provided to them. Language plays a pertinent role in a person’s self-esteem and is a significant tool for students to access education Figure 11: SDG4 and SDG10 Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 48
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