In our paper we describe an intervention aimed at providing increased chances of success in the study of Computer Science (CS) to members of South Africa's historically disadvantaged communities. Research has shown that many African students perform poorly in CS, possibly because of language problems. We have developed a web-based application that integrates classroom practice in first year. In our research we explore the relationship between English and the students' mother tongues in constructing technical meanings with a particular focus on the integration of new terminology into existing knowledge structures. We hope that this new approach and an early intervention will provide better access to the study of CS to more African students and contribute to overcome the inequalities of Apartheid. (Contains 1 table, 1 figure, and 2 footnotes.) [This paper is based on work sponsored by the Telkom Centre of Excellence of Rhodes University, Grahamstown, South Africa.]