The role of traditional knowledge in acquisition of proficiency in academic English by students in a higher education institution: an autoethnographic study

English: Using Sesotho traditional knowledge as a case, the aim of the inquiry was to gain an understanding of the role of traditional knowledge in academic English proficiency of higher education students from a Sesotho-speaking background. The inquiry was motivated not only by literature, my personal and others' encounters with academic English as difficult, and therefore a barrier to academic achievement of students from non-English-speaking backgrounds, but also by the question of whether or not and how application of knowledge from traditional knowledge can enhance acquisition of English as a medium of knowledge acquisition. The inquiry adopted a multi-theory approach to understanding this role. The theoretical template for the inquiry was my personal philosophy about the relationship between one's ethno-culture and academic English proficiency. The theories - oral-style, the Africanisation, the ubuntu, critical hermeneutic, the living, and the critical self-study for improvement of personal professional practice were sourced from the literature to augment my personal stance. The inquiry employed the qualitative design. Auto-ethnography was the method adopted to understand the role of Sesotho traditional knowledge from an ethno-culture sensitive personal experience perspective of Sesotho-speaking background former students of the NUL - inclusive of myself the insider-implicated researcher. Personal experience narratives of experiences with Sesotho TK as an academic English proficiency need were the main data collection strategy. An overarching revelation from the inquiry is the cross-curricular but academic context specific Oooo/Aha moment-effect of strategic application of knowledge from students' ethno-culture on acquisition of academic English proficiency. The study therefore, points to a positive relationship between Sesotho TK and academic English proficiency. However, concern is registered about non-recognition of TK for its role in academic English proficiency. Such exclusion is associated with lack of clear IK policy at the NUL. If Africa-based English-medium universities such as the NUL were to institutionalise IK policies, relevant research, language policies, curriculum development, and implementation of culture-sensitive approaches to academic English proficiency would effect.