Abstract: Education typically involves students learning from the perspective of his or her own culture. However, learning
in a non-primary language, the student is faced with the task of learning new information and acquiring the
symbolic elements of a different ethnolinguistic community. In the South African university context, Black
students are challenged to maintain their heritage cultural identity without the support of their community,
giving rise to cultural conflict with the receiving culture. Such cultural conflict can be a source of stress and
lead to greater feelings of marginalization and a lower sense of academic self-efficacy. This study provides
insight into how Black South African university students negotiate cultural identity in an English-medium
instruction context and how these findings influence the student's academic self-efficacy.
Keywords: English-medium instruction, cultural identity, self-efficacy, Africa, university students
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