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Issue |
Title |
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Vol 12, No 2 (2024) |
Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom |
Abstract
FULL PDF
|
Kufakunesu Zano |
|
Vol 11, No 3 (2023) |
The Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase Classrooms |
Abstract
FULL PDF
|
Shalom Nokuthula Ndhlovana, Erasmos Charamba |
|
Vol 10, No 2 (2022) |
A Multilingual Turn: Translanguaging by Design Activity in an EFL Context |
Abstract
FULL PDF
|
Kufakunesu Zano |
|
Vol 12, No 4 (2024) |
Translanguaging and Decolonisation in South African Higher Education: Embracing Multilingual Pedagogies |
Abstract
FULL PDF
|
Vimbai Mbirimi-Hungwe, Mariyeni Matariro-Mutanha |
|
Vol 11, No 2 (2023) |
A Systematic Literature Review of the Feasibility of a Translanguaging Pedagogy in the Foundation Phase |
Abstract
FULL PDF
|
Ameera Carrim, Sibhekinkosi Anna Nkomo |
|
Vol 10, No 3 (2022) |
Accommodating Learners’ Multilingual Capabilities in an English First Additional Language Classroom |
Abstract
FULL PDF
|
Kufakunesu Zano |
|
Vol 12, No 3 (2024) |
Terminology Development through Translanguaging as an Intellectualisation Strategy for African Languages in Andragogic Contexts |
Abstract
FULL PDF
|
Raphael Nhongo |
|
Vol 11, No 3 (2023) |
Towards the Development of a Multilingual Environment: A Case of a South African University |
Abstract
FULL PDF
|
Vimbai Mbirimi-Hungwe |
|
Vol 11, No 2 (2023) |
Instructional Design to Promote Translingual Practices in an English First Additional Language Context |
Abstract
FULL PDF
|
Kufakunesu Zano, Vimbai Mbirimi-Hungwe |
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