Channels :: FRELIP Discovery

Author: McKinney, Carolyn

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How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study

Similar Items: How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study

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Spatial languages in IsiXhosa
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The language learning strategy use of isiXhosa-speaking adolescents in the second language acquisition of English
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'Heteroglossia in IsiXhosa/English bilingual children's writing: a case study of Grade 6 IsiXhosa Home Language in a Township School
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A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa
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Identifying potential grammatical features for explicit instruction to isiXhosa-speaking learners of English
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The influence of gratitude journalling on the motivation and English language proficiency of young adult isiXhosa speakers
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The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners
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The role of input in the early trilingual acquisition of English, Afrikaans and isiXhosa
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Exploring Differential Item Functioning on reading achievement between English and isiXhosa
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Colour memory and similarity judgement in isiXhosa-English bilinguals : the case of luhlaza
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Using clickers in an isiXhosa Communication Course: A case study on implementation of Interactive Student Response Systems (clickers) for learning isiXhosa as an Additional Language in Higher Education clinical settings
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Characterisation in isiXhosa drama with specific reference to two isiXhosa dramas
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A comparative study of ideology and aesthetics in the novels of selected South African isiXhosa-language writers and Kenyan African authors in English
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Language in public spaces : language choice in two IsiXhosa speaking communities (Langa and Khayelitsha)
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Feasibility of individualised synthetic speech for children with complex communication needs in three South African languages (South African English, Afrikaans, and isiXhosa)
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Negative constructions in isiXhosa
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Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools
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Complexity in second language task-based syllabus design for police communication in isiXhosa
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The study of isiXhosa as a persuasive language in political contexts: A metaphorical analysis
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Reading strategy instruction for English first additional language in the Grade 10 classroom
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An analysis of account on marriage in isiXhosa
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The speech act of complaining in isiXhosa
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Translating the Arabic Qur’an into isiXhosa
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Social Identity and Language Learning/Teaching Trajectories: Egyptian English Teachers’ Reflections on Being Taught by Native English- Speaking Instructors