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  1. Home /
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  3. Vol. 33 No. 2 (2017)

Vol. 33 No. 2 (2017)

Published: 2017-12-06

Articles

  • Plotting pedagogy in a rural South African English classroom: A Legitimation Code Theory analysis
    Fiona Margaret Jacskon
    1-21
    • PDF
  • Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms
    Ntombi Mohlabi-Tlaka, Lizette de Jager, Alta Engelbrecht
    22-35
    • PDF
  • Learning from the best: reading literacy development practices at a high-performing primary school
    Lisa Zimmerman
    36-50
    • PDF
  • Linguistic and cultural cognitive relevance of televised narratives to the Ndebele child in Bulawayo
    Raphael Nhongo
    51-62
    • PDF
  • Communities of practice in the design of a curriculum for student teachers of English
    Hanlie Dippenaar, Liesel Hibbert
    63-75
    • PDF
  • How isiZulu speakers use cohesion in their academic writing in English
    Andrew Meikle Drummond
    76-93
    • PDF
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Publisher: Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa

eISSN-2224-0012 (Online) / ISSN-0259-2312 (Print)

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