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Vol 30, No 3 (2014): Special Edition “Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda Abstract  PDF
Medadi Erisa Ssentanda
 
Vol 30, No 3 (2014): Special Edition Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa Abstract  PDF
Tracey Jane Millin, Mark Wayland Millin
 
Vol 28, No 1 (2012) FAR FROM THE CITY LIGHTS: ENGLISH READING PERFORMANCE OF ESL LEARNERS IN DIFFERENT TYPES OF RURAL PRIMARY SCHOOL Abstract  PDF
Eleanor Lemmer, Tintswalo Manyike
 
Vol 28, No 1 (2012) DIVERSITY, EXCLUSION AND RISK, AS SECOND-LANGUAGE LEARNERS OF IMMIGRANT PARENTS ACQUIRE FIRST-TIME LITERACY IN ENGLISH Abstract  PDF
Norma Nel, Elizabeth Snelgar
 
Vol 33, No 1 (2017) Supporting the development of postgraduate academic writing skills in South African universities Abstract  PDF
Salome Schulze, Eleanor Lemmer
 
Vol 31, No 3 (2015) From ‘English-only’ to translanguaging strategies: Exploring possibilities Abstract  PDF
Nangura Mwinda, Christa van der Walt
 
Vol 31, No 3 (2015) Exploring graduate teachers' perceptions of their praxis after an AELS course Abstract  PDF
Laura Jane Arnold
 
Vol 30, No 2 (2014) Issues of validity and generalisability in the Grade 12 English Home Language examination Abstract  PDF
Colleen Lynne du Plessis
 
Vol 27, No 1 (2011) ‘There’s a hippo on my stoep’: Constructions of English second language teaching and learners in the new National Senior Certificate Abstract  PDF
Rochelle Kapp, Moeain Arend
 
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