The Impact of Multilingual Tutorials on Second-Year Auditing Students’ Participation and Engagement

English is commonly used in academic settings despite being a secondary language for a considerable portion of the student population. Recognising the critical role that language plays in shaping educational experiences in the South African constitution and related legislative tools provides a supportive framework for multilingual education. In support of the framework Auditing and Internal controls lecturers developed multilingual glossaries which were translated into the majority of the South African official languages and also introduced tutorial classes that were conducted in IsiZulu and Sepedi. Therefore, the purpose of this paper is to determine whether these tutorials conducted in indigenous languages for second-year students in auditing had an impact on their level of participation and engagement in the tutorial classes. The study will follow a mixed methodology approach to evaluate the participation and engagement levels of students who attended the multilingual tutorials. Qualitative data will be collected through focus group discussions, which will explore students’ experiences and attitude towards attending multilingual tutorials and using the glossaries. Quantitative data would be collected through google forms, which will include questions about students’ engagement levels and understanding of Auditing concepts. This will provide numerical data to complement the qualitative insights, obtained from the focus group discussion. The findings from this study will assist universities in recognising the necessity of using translanguaging or code-switching to breach the gap caused by monolingual use of English.