Difficulties in Geography teaching and learning in the ESL classroom in Zimbabwe

Autor: Nyoni, Erick, Manyike, Vivian, Lemmer, Eleanor

Publikováno v: Per Linguam : A Journal of Language Learning, Vol 35, Iss 2, Pp 74-87 (2019)

English second language (ESL) learners in secondary schools in Zimbabwe mediate learning through a second language. This is against best practice, which indicates that learning should be conducted in the learner’s first language. ESL learners are a

Externí odkaz: https://doaj.org/article/6533688959fb42d499669a5631149599

Teaching Chinese as a Foreign Language in Higher Education in China and South Africa: Lecturers' views

Autor: Wang, Yuhua, Lemmer, Eleanor

Publikováno v: Per Linguam : A Journal of Language Learning, Vol 31, Iss 2, Pp 35-52 (2015)

As demand for knowledge of the Chinese language has increased, so too have the teaching and learning of Chinese worldwide. This article presents the findings arising from a questionnaire administered to lecturers teaching Chinese as Foreign Language

Externí odkaz: https://doaj.org/article/723c9cc2d22547fcb0d5d5bc391268ee

A comparative assessment of the L1 and L2 reading performance of Grade 7 learners in English

Autor: Manyike, Tintswalo V., Lemmer, Eleanor

Publikováno v: Per Linguam : A Journal of Language Learning, Vol 24, Iss 2, Pp 62-74 (2008)

The role of English and the indigenous languages in South African schooling is highly contested. Research endorses the mother tongue (L1) as the most appropriate language of learning and teaching (LoLT) and the basis for the addition of a second lang

Externí odkaz: https://doaj.org/article/61f8ed75f19f4de0b45ecb95c32b94e5

The experience of and need for training of school governors in rural schools in South Africa

Autor: Tsotetsi, Stephen, van Wyk, Noleen, Lemmer, Eleanor

Publikováno v: South African Journal of Education, Vol 28, Iss 3, Pp 385-400 (2008)
South African Journal of Education; Vol 28, No 3 (2008); 385-400
South African Journal of Education, Volume: 28, Issue: 3, Pages: 385-400, Published: AUG 2008

The concept of decentralisation originates from the belief that the state cannot alone control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis. The South African Schools Act

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::e809f321f6dae7bfab8ba2c1258cacd2
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002008000300007

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