Home Language and Language Proficiency Figure 1 illustrates that Nguni and Sotho South African languages are the most common home languages of UJ humanities students who responded to the survey. English was reported as the home language of 10,6% of UJ humanities students. Space does not allow us to engage with the implications of home language for T&L generally, let alone innovation in T&L. Suffice to say that the phenomenon has been researched (Aimen & Khadim, 2024) and that innovators at UJ ought to take cognisance thereof in order to ensure the highest success in their projects. Figure 2 shows the results of students’ self-reported language proficiency, with 55.92% at the moderate level, 39.4% at an expert level and a small proportion of 4.61% at the intermediate level. Home language and language proficiency are vital in shaping students’ educational experiences (Aimen & Khadim, 2024, 3). Humanities students at UJ come from diverse linguistic backgrounds, which can enrich classroom discussions and promote diverse perspectives. However, language proficiency can also present challenges. Students with strong language skills in the medium of instruction (generally English) may have an advantage in articulating their ideas and engaging in academic discourse. This proficiency is crucial for fostering creativity and innovation in teaching, as it enhances students’ abilities to communicate complex concepts effectively. Additionally, universities can enhance inclusivity by implementing programmes that support students who are non-native speakers of the language of learning and teaching (LoLT), helping them develop their academic language proficiency and thereby ensuring that all students can participate fully in innovative pedagogy. Figure 1: Responses to Home Language Figure 2: Responses to Language Proficiency Figure 3: Responses to Access to Internet-Enabled Electronic Device Access to Internet-Enabled Devices Figure 3 indicates that most students who responded to the survey use their own laptop/personal computer to access the internet. In contrast, a small proportion use their smartphone, computer labs or borrow a device from friends. Access to internet-enabled devices is critical for promoting innovation in the contemporary educational landscape (Victor, 2017, 340). Students with reliable devices are likelier to engage in digital learning platforms, access academic resources online, and collaborate with peers globally (Victor, 2017, 341). This connectivity allows them to explore innovative teaching methodologies and incorporate digital tools into their study and future learning practices. The findings related to device accessibility indicate that UJ’s humanities students have access to internet-enabled devices, which can positively impact their ability to engage fully with innovative pedagogies. Ensuring equitable access to technology is essential to prepare all students to learn in a digitally driven world. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 53 Home language and language proficiency are vital in shaping students’ educational experiences
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