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| Vol 16, No 1 (2025) |
Community literacy club and family language policymaking initiatives for biliteracy development |
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Xolisa Guzula, Babalwayashe Molate |
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| Vol 16, No 1 (2025) |
‘Why do children have to hide their true selves in important places (like class)?’ |
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Rose-Anne Reynolds |
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| Vol 16, No 1 (2025) |
Fostering reading-culture of pre-teen community friends via reading play dates |
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Simbayi Yafele |
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| Vol 16, No 1 (2025) |
Literacy support in practice: Grade 3 teachers’ experiences with government reading interventions |
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Clare Khan, Dean van der Merwe, Christopher W. Koekemoer |
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| Vol 16, No 1 (2025) |
Perception of Montessori preschool teachers regarding literacy development through technology-supported play-based activities |
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Margaret F. Omidire, Shine Aung, Etinosa Izevbigie, Seboke P. Shai |
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| Vol 16, No 1 (2025) |
Family language policy: Choices in isiXhosa families and implications for multilingual education |
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Simthembile Xeketwana, Nobesuthu Xeketwana, Christine Anthonissen |
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