| Issue | Title | |
| Vol 30, No 2 (2014) | Experiences of Foundation Phase teachers qualified in a dual medium programme | Abstract PDF |
| Thabile Mbhatha | ||
| Vol 35, No 3 (2019) | Intermediate Phase Mathematics teachers’ linguistic proficiency in the Language of Learning and Teaching: The Eastern Cape Province | Abstract PDF |
| Michael Lucien Le Cordeur, Lindiwe Tshuma | ||
| Vol 35, No 3 (2019) | Reclaiming the space for storytelling in Ugandan primary schools | Abstract PDF |
| Medadi Erisa Ssentanda, Samuel Andema | ||
| Vol 32, No 3 (2016) | The politics of mother tongue education: The case of Uganda | Abstract PDF |
| Medadi Erisa Ssentanda, Kate Huddlestone, Frenette Southwood | ||
| 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 1 (2014) | Effektiewe ondersteuning aan Xhosa-moedertaalsprekers in Afrikaansmediumklasse | Abstract PDF |
| Maylene Basson, Michael le Cordeur | ||
| Vol 27, No 1 (2011) | Child Shona noun prefixes | Abstract PDF |
| Maxwell Kadenge, Catherine R Sibanda | ||
| 1 - 7 of 7 Items | ||
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| ISSN 2224-0012 (online); ISSN 0259-2312 (print) |
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