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Autor:
Lambani, Matodzi Nancy.
D. Tech. Language Practice
The teaching of English concepts by non-mother tongue (L2) speakers of English poses serious challenges to primary school teachers in South Africa. The study therefore addressed three problem areas relating to inapprop
The teaching of English concepts by non-mother tongue (L2) speakers of English poses serious challenges to primary school teachers in South Africa. The study therefore addressed three problem areas relating to inapprop
Autor:
Lambani, Matodzi Nancy
The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine what core concepts Grade 5 learners need to learn. An empirical investigation as to whether these learners were fami
Externí odkaz:
http://hdl.handle.net/10394/9964
Autor:
Nephawe, Farisani Thomas1 farisani.nephawe@univen.ac.za, Lambani, Matodzi Nancy1 matodzi.lambani@univen.ac.za
Publikováno v:
Technium Social Sciences Journal. 2022, Vol. 27, p747-759. 13p.
Autor:
Lambani, Matodzi Nancy
Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001 The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______1399::23b06f937975967b981d9fa0ec997384
https://hdl.handle.net/10394/9964
https://hdl.handle.net/10394/9964
Publikováno v:
International Journal of Educational Sciences; September 2017, Vol. 18 Issue: 1-3 p101-109, 9p
Publikováno v:
International Journal of Educational Sciences; September 2017, Vol. 18 Issue: 1-3 p79-86, 8p
Autor:
Lambani, Matodzi Nancy
Publikováno v:
International Journal of Educational Sciences; October 2016, Vol. 15 Issue: 3 p502-509, 8p
Autor:
Lambani, Matodzi Nancy
Publikováno v:
International Journal of Educational Sciences; November 2015, Vol. 11 Issue: 2 p154-162, 9p
Autor:
Lambani, Matodzi Nancy
Publikováno v:
International Journal of Educational Sciences; April 2015, Vol. 9 Issue: 1 p19-27, 9p