Strategy to improve a conversational isiXhosa module: Insights gained from ‘out-of-class’ experiences of Foundation phase English/Afrikaans students

Yoruba/english conversational code‐switching as a conversational strategy

Teachers' views on a double transit in Grade 4: From Foundation Phase to Intermediate Phase and from Indigenous Language to English

South African Grade Four learners cannot read and comprehend written language in their own mother-to

The strategies in teaching isiXhosa semantics in Foundation Phase: A systematic review

Background: Foundation Phase teachers in the South African Department of Basic Education system dail

Insights gained from smartphone logging data collection

The growth of digital technology usage by governments and societies has opened opportunities and new

Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy

Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds

Students' Experiences of Strategy-Based Instruction in an English Language Learning Strategies

Despite extensive instruction in English, many undergraduate English majors in Nigeria continue to e