Zobrazeno 1 - 10
of 127
pro vyhledávání: '"English First Additional Language"'
Publikováno v:
E-Journal of Humanities, Arts and Social Sciences, Vol 5, Iss 7, Pp 1123-1132 (2024)
This study explored how to harness non-academic activities to enhance the complementarity between learners’ home languages and English first additional language (EFAL) in the Intermediate Phase in South Africa. A qualitative approach was used in th
Externí odkaz:
https://doaj.org/article/4810d7c0943d4b45b61495312adf0a86
Publikováno v:
Reading & Writing, Vol 15, Iss 1 (2024)
No abstract available.
Externí odkaz:
https://doaj.org/article/b8c82fbc3c974ca1bef448f5145bdc65
Publikováno v:
Reading & Writing, Vol 15, Iss 1, Pp e1-e9 (2024)
Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the po
Externí odkaz:
https://doaj.org/article/7680bb0572474bff9edccbce3d90d1c3
Publikováno v:
Journal of Modern Research in English Language Studies, Vol 11, Iss 3, Pp 155-180 (2024)
The form of assessment which grade four teachers use to determine the learning outcomes of the learners who are studying English First Additional Language (EFAL) in South African schools demands urgent attention. This urgency stems from the necessity
Externí odkaz:
https://doaj.org/article/b19f7d8f965b4f5bae7b3b8bd0492300
Autor:
Mosebetsi Mokoena
Publikováno v:
English Language Education Reviews, Vol 4, Iss 1, Pp 75-97 (2024)
In the post-pandemic era, the ongoing discourses are centered around finding innovative ways to sustain teaching and learning as well as reversing COVID-19-induced learning loss, especially in critical areas, such as reading in English First Addition
Externí odkaz:
https://doaj.org/article/5f9e3edc0b2b44a8a6c34e04087ef933
Autor:
Nomasomi Hilda Matiso
Publikováno v:
E-Journal of Humanities, Arts and Social Sciences, Vol 4, Iss 13, Pp 1516-1526 (2023)
Appreciating indigenous knowledge systems and the rich history and tradition of South Africa as essential factors in fostering the principles outlined in the Constitution, is one of the aims of the South African Language in Education Policy. The main
Externí odkaz:
https://doaj.org/article/09617c1c019a490b80d1bb985ee1f3b6
Publikováno v:
Literator, Vol 45, Iss 1, Pp e1-e7 (2024)
Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic a
Externí odkaz:
https://doaj.org/article/15a5ad0f7da54a44b7d32b000651ec14
Autor:
Roy Venketsamy, Zjing Hu
Publikováno v:
Reading & Writing, Vol 15, Iss 1, Pp e1-e9 (2024)
Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in
Externí odkaz:
https://doaj.org/article/e5bdfc2c62414f078df31f0ebcbe1e95
Erratum: Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation
Publikováno v:
Reading & Writing, Vol 15, Iss 1 (2024)
No abstract available.
Externí odkaz:
https://doaj.org/article/00b3ab08b7b84186abe80ff825e8782f
Autor:
Madisha Grace
Publikováno v:
Journal of Languages and Language Teaching, Vol 11, Iss 2, Pp 160-177 (2023)
Since Deaf children lack the foundation of a primary language, they find it difficult to learn a second language. As a result, it is suggested that South African Sign Language[1] be taught as a first language and that the environment's dominant vocal
Externí odkaz:
https://doaj.org/article/e3cc60326b9b44578a529ae1a318592b