One of the most striking features of colonialism in the education system of South Africa (SA) is the sustained use of English as a language of teaching. If university tuition is offered to students in a non-native language such as English, these institutions inadvertently shoulder the responsibility of meeting the language needs of the students. As a response to the hegemony of English in Higher Education (HE), attempts made to meet the language needs of students in tertiary institutions are manifest in different approaches employed by universities, such as Integrating Content and Language (ICL) to support non-native speakers of English, in English media universities. It is thus vitally significant that courses offered in a number of countries be perennially evaluated to determine whether they are fit for purpose. The salience of evaluating input collected from a cohort of students who attend these courses cannot be overemphasised, hence a discussion of a student user-oriented evaluation of an integrated science content and language course taught collaboratively in one of the South African universities.

中文翻译：

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通过人种学的面向用户的协作科学ICL课程评估来削弱殖民主义

南非教育体系中殖民主义最显着的特征之一就是持续使用英语作为教学语言。如果以非母语（例如英语）向学生提供大学学费，则这些机构会无意中承担满足学生语言需求的责任。作为对高等教育英语霸权（HE）的回应，大学为满足大学生英语语言需求而进行的尝试体现在不同的方法中，例如整合内容和语言（ICL）以支持非本地语言英语媒体大学的英语讲者。因此，至关重要的是，要对每个国家的课程进行长期评估，以确定它们是否适合目的。