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08 August 2025 | Story Martinette Brits | Photo Barend Nagel
Dr Rouxan Fouche
Dr Rouxan Fouché, Lecturer in the Department of Computer Science and Informatics at the University of the Free State, whose award-winning research explores the impact of language in multilingual computer science education.

Dr Rouxan Fouché, Lecturer in the Department of Computer Science and Informatics at the University of the Free State (UFS), earned national recognition when he received both the Best Informatics Paper and the Overall Best Paper awards at the 54th Annual Conference of the Southern African Computer Lecturers’ Association (SACLA 2025). Held in Bloemfontein from 30 July to 1 August, the conference brought together leading voices in computer science education from across the region. Dr Fouché’s award-winning paper, Beyond Language Barriers: Programme-Specific Effects of English Medium Instruction in South African Computer Science Education, explores the nuanced impact of language on student learning in multilingual computer science classrooms.

“It was incredibly humbling and exciting to receive this recognition,” said Dr Fouché. “When they announced the Best Informatics Paper Award, I was already thrilled, but when they called my name again for the Overall Best Paper Award, I was genuinely shocked.”

The paper, which investigates how English-medium instruction affects students differently across different types of modules, stood out for its relevance to both educational policy and classroom practice in multilingual contexts. “As a researcher, you hope your work will make an impact,” Dr Fouché reflected, “but to have it recognised at this level by peers across the computer science and informatics community in Southern Africa was beyond my expectations.”

Representing the UFS at SACLA added another layer of significance. “Our university has such a rich tradition in computer science and informatics education,” said Dr Fouché. “The Free State context, with our incredibly diverse student population representing all 11 official languages, provides a unique lens for understanding multilingual education. I was proud to show how the UFS is leading research into practical solutions for South African higher education challenges.”

 

Rethinking language barriers in STEM education

The award-winning study stemmed from a broader investigation into student attrition in computer science. “Language barriers represent just one component of the various factors I'm studying that affect student success and retention,” explained Dr Fouché. “Like many educators in South Africa, I knew that a very low percentage of our Department of Computer Science and Informatics students are native English speakers, yet we teach everything in English.”

What the research uncovered was unexpected. “Students with language difficulties weren't struggling uniformly across all modules as we might expect,” Dr Fouché said. “Instead, there were dramatic differences depending on the type of content.” In particular, programming modules seemed to pose very little additional difficulty for students with language barriers, while business-related modules presented significant challenges.

“The most significant finding was that programming education appears to naturally transcend language barriers,” said Dr Fouché. “We found negligible differences in perceived difficulty between students with and without language difficulties in core programming modules – effect sizes of just 0.017 to 0.041, which is essentially no difference.” Surprisingly, students with language difficulties actually found mathematics and physics modules easier than their English-proficient peers, while business modules showed the opposite trend.

“These findings suggest that instead of treating all technical subjects the same, we need programme-specific support strategies,” he said. “Computer science education might offer a more equitable pathway to technical careers for our multilingual student population.”

Dr Fouché hopes the findings will inform more tailored teaching approaches: “We should emphasise visual representations, multiple symbolic systems, and hands-on applications that play to students' compensatory strengths for mathematics and physics. We need targeted interventions for business-related modules and additional support for the dual cognitive load of processing both technical and business terminology simultaneously.”

 

A research journey driven by equity

Dr Fouché’s academic journey spans human-computer interaction, digital inclusion, and educational equity. His doctoral work used a community-based action research approach to address the digital divide in marginalised communities. “The connection between these areas is really about equity and access,” he said. “Whether it's digital inclusion in marginalised communities or language barriers in technical education, I'm interested in understanding and addressing the systemic factors that prevent people from fully participating in our increasingly digital world.”

He credits mentors such as Prof Tanya Stott and Prof Liezel Nel for shaping his research path, and values collaboration with colleagues such as Dr Wynand Nel and Dr Pakiso Khomokhoana, among others. His advice to emerging researchers? “Embrace the South African context as a strength, not a limitation. Our linguistic diversity, postcolonial educational legacy, and unique challenges aren’t obstacles to overcome, but valuable perspectives that can contribute to global knowledge.”

Dr Fouché is now planning a longitudinal study to track students over time and explore how early advantages or disadvantages related to language shape long-term academic and career outcomes. His work continues to position the UFS as a leader in evidence-based, inclusive computer science education.

Hand Read the paper: Beyond Language Barriers

News Archive

Position statement: Recent reporting in newspapers
2014-10-03

 

You may have read reports in two Afrikaans newspapers, regarding recent events at the University of the Free State (UFS). Sadly, those reports are inaccurate, one-sided, exaggerated and based not on facts, but on rumour, gossip and unusually personal attacks on members of the university management.

Anyone who spends 10 minutes on our Bloemfontein Campus would wonder what the so-called ‘crisis’ is about.

We are left with no choice other than to consider legal action, as well as the intervention of the South African Press Ombudsman, among other steps, to protect the good name of the institution and the reputation of its staff. No journalist has the right to launch personal and damaging attacks on a university and its personnel, whatever his or her motives, without being fair and factual. In this respect, the newspapers have a case to answer.

But here are the facts in relation to the reports:

  1. No staff member, whether junior or senior, is ever suspended without hard evidence in hand. Such actions are rare, and when done, are preceded by careful reviews of our Human Resource Policies, labour legislation and both internal and external legal advice. Then, and only then, is a suspension affected. A suspension, moreover, does not mean you are guilty and is a precautionary action to allow for the disciplinary investigation and process to be conducted, especially where there is a serious case to answer.
  2. At no stage was the Registrar instructed to leave the university; this is patently false and yet reported as fact. We specifically responded to the media that the Registrar does outstanding work for the university and that it is our intention for him to remain as our Registrar through the end of his contract in 2016.
  3. The Rector does not make decisions by himself. Senior persons, from the position of Dean, upwards, are appointed by statutory and other senior committees of the university and finally approved by Council. No rector can override the decision of a senior committee, and this has not happened at the UFS even in cases where the Rector serves as Chair of that committee. The impression of heavy-handed management at the top insults all our committee structures, including the Institutional Forum – the widest and most inclusive of stakeholder bodies at a university – which reports directly to Council on fairness and compliance of selection processes.
  4. In the case of senior appointments, Council makes the final decision. Council fully supports the actions taken on senior appointments, including a recent senior suspension. The fact that one Council member resigns just before the end of his term, whatever the real reason for this action, does not deter from the fact that the full Council in its last sitting approved the major staffing decisions brought before it. The image therefore that the two newspapers try to create of great turmoil and distress at the university, is completely unfounded.

Even if we wanted to, the university obviously cannot provide details about staffing decisions, especially disciplinary actions in process, since the rights of individuals should be protected in terms of the Human Resource Policies and procedures of the UFS. But that does not give any newspaper the right to speculate or state as fact that which is based on rumour or gossip, or to slander senior personnel of the university. For these reasons, we have been forced to seek legal remedy and correction as a matter of urgency.

Make no mistake, underlying much of the criticism of the university has been a distress about transformation at the UFS; in particular, the perception is created that white colleagues are losing their jobs. The evidence points in the opposite direction. Our progress with equity has been slow and we lag far behind most of the former white universities; that is a fact. More than 90% of our professors are white; most of our senior appointments at professorial level and as heads of department are still overwhelmingly white. Reasonable South Africans would agree that our transformation still has a long way to go and only the mean-spirited would contend otherwise. But based on the two Afrikaans newspaper reports, an impression is left of the aggressive rooting out of white colleagues.

In the past few years the academic standard of the university has significantly improved. We now have the highest academic pass rates in years, in part because we raised the academic standards for admission four years ago. We now have the highest rate of research publications, and among the highest national publication rate of scholarly books, in the history of the UFS. We have one of the most stable financial situations of any university in South Africa, with a strong balance sheet and growing financial reserves way beyond what we had before. We now attract top professors from around the country and other parts of the world, and we have the highest number of rated researchers, through the National Research Foundation, than ever before. And after the constant turmoil of a number of years ago, we now have one of the most stable campuses in South Africa. Those are the facts.

The UFS is also regarded around the world as a university that has become a model of transformation and reconciliation in the student body. The elections of our Student Representative Council are only the most visible example of how far we have come in our leadership diversity. Not a week goes by in which other universities, nationally and abroad, do not come to Kovsies to consult with us on how they can learn from us and deepen their own transformations, especially among students.

Rather than focus on what more than one senior journalist, in reference to the article in Rapport of 21 September 2014, rightly called ‘a hatchet job’ on persons and the university, here are the objective findings of a recent survey of UFS stakeholders: 92% endorse our values; 77% agree with our transformation; 78% believe we are inclusive; and 78% applaud our overall reputation index.  Those are very different numbers from a few years ago when the institution was in crisis.

This is our commitment to all our stakeholders: we will continue our model of inclusive transformation which provides opportunities for study and for employment for all South Africans, including international students and colleagues. We remain committed to our parallel-medium instruction in which Afrikaans remains a language of instruction; we are in fact the only medical school in the country that offers dual education and training in both Afrikaans and English for our students - not only English. We provide bursaries and overseas study opportunities to all our students, irrespective of race. And our ‘future professors’ programme is richly diverse as we seek the academic stars of the future.

We are not perfect as a university management or community. Where we make mistakes, we acknowledge them and try to do better the next time round. But we remain steadfast in our goal of making the UFS a top world university in its academic ambitions and its human commitments.

END

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