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S. Afr. j. educ. vol.41 supl.1 Pretoria oct. 2021  Editorial | | | | | | · Editorial: Beyond language policy intention to implementation - Evidence of multilingualism in South African primary school classrooms
van Staden, Surette
| | | | | Articles | | | | | | · Language as contextual factor of an education system: Reading development as a necessity
Vos, Elize; Fouche, Nadine
| | | | | | · Why do teachers code-switch when teaching English as a second language?
Shinga, Sibongile; Pillay, Ansurie
| | | | | | · Promoting multilingualism: Foundation Phase teachers' experiences in teaching isiXhosa to native speakers of Afrikaans
de Klerk, Edwin Darreil; Palmer, June Monica; Papashane, Maseeeng
| | | | | | · Experiences and attitudes of Setswana speaking teachers in using an indigenous African language on an online assessment platform
Moodley, Maglin; Dlamini, Reuben
| | | | | | · Perceptions of isiZulu-speaking pre-service teachers' classroom English proficiency
Kellerman, Jessica; Evans, Rinelle; Graham, Marien Alet
| | | | | | · Teachers' beliefs and practices when teaching life sciences using their second language
Motloung, Amos Ntokozo; Mavuru, Lydia; McNaught, Carmel
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Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons
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