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  1. Home /
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  3. Vol. 37 No. 1 (2021)

Vol. 37 No. 1 (2021)

Published: 2021-09-21

Editorial

  • Preface
    Christa van der Walt
    • PDF

Articles

  • Improving reading strategies and assessments used by educators to enhance learner academic success.
    Veena Loopoo, Robert Balfour
    1-14
    • PDF
  • Early language intervention in deaf children of hearing parents
    Annemarie Le Roux, Marga Stander
    15-27
    • PDF
  • A snapshot of the use of reading methods in primary schools in three provinces of South Africa
    Anna Johanna Hugo
    28-44
    • PDF
  • Written narratives of Grade 5 learners with developmental language difficulties: A group discussion intervention study
    Sharon Moonsamy, Natalie Barnes
    45-67
    • PDF
  • Promoting meaningful assessment in an overcrowded English First Additional Language Intermediate Phase classroom
    Sekanse Abiner Ntsala
    68-78
    • PDF
  • An analysis of learners' spoken English in public and private schools
    Lina Vukosi, Corle Gertruida Smith, Eunice Rautenbach, Gary Collins
    79-96
    • PDF
  • Translanguaging as an act of emancipation: Rethinking assessment tools in multilingual pedagogy in South Africa
    Vimbai Mbirimi-Hungwe
    97-108
    • PDF
  • ‘Signposting' research stories in doctoral theses: Writing that keeps the reader in mind
    Shosh Leshem, Eli Bitzer
    109-123
    • PDF
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The copyright of the journal lies with Per Linguam.

The copyright of the article(s) lies with the author(s).

Hosted by Stellenbosch University Library and Information Service since 2011.

Publisher: Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa

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

Creative Commons License - CC BY-NC-ND 4.0

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