In South African higher education, English serves as the primary medium of instruction despite only 24 percent of undergraduate students citing English as their first language. This study investigates how language difficulties affect first-year Computer Science students’ perceived module difficulty and engagement patterns across different technical disciplines at the University of the Free State. Analysis of survey data from 226 first-year IT students revealed distinct patterns across different module types: programming courses showed no significant difficulty differences between language groups, challenging assumptions about language barriers in technical education; business computing modules demonstrated the most pronounced challenges, while mathematical modules unexpectedly showed lower perceived difficulty among students with language difficulties. Student engagement analysis revealed higher classroom participation and increased informal peer learning engagement among students with language difficulties, suggesting compensatory learning strategies. Based on Cognitive Load Theory and Linguistic Relativity Theory, these findings show that the unique requirements of each subject area influence the cognitive load experienced during technical learning. Programming’s universal syntax provides natural support that reduces unnecessary cognitive load, while business modules’ contextual demands increase it. These insights advance theoretical frameworks for understanding multilingual technical education and provide evidence-based guidance for developing differentiated support strategies in post-colonial educational contexts.