PROMOTING ACCESS TO AFRICAN RESEARCH

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Issue Title
 
Vol 38, No 2 (2004) Die opstel en evaluering van \'n lees- en spelprogram vir Sesotho-sprekende Graad 1-leerders Abstract
C.J. Kotzé, G.S. Kotzé, K.G.F. Esterhuyse
 
Vol 45, No 1 (2011) Die rol van taalvaardigheid in die verband tussen matrieken universiteitsprestasie van swart eerstejaarstudente Abstract
L Naudé, J Jansen, W Greyling, K Esterhuyse
 
Vol 43, No 1 (2009) Die sekuriteitswag, my finansiële adviseur Abstract
M Pienaar
 
Vol 38, No 1 (2004) Die taalpraktisyn as indekseerder Abstract
Marné Pienaar, Eleanor van Zuydam
 
Vol 36, No 1-2 (2002) Die toegepaste linguistiek – 'n toekomsbli k Abstract
Henk Kroes
 
Vol 44, No 1 (2010) Die verband tussen die blootstelling aan en gebruik van elektroniese media en akademiese taalvaardigheid Abstract
I Loock, A de Wet
 
Vol 41, No 2 (2007) Die verband tussen moedertaalonderrig en akademiese prestasie van Graad 2-leerders Abstract
KGF Esterhuyse, RBI Beukes, L Louwrens
 
Vol 50, No 2 (2016) Die Voorspellingsgeldigheid van die ESSI lees- en speltoets vir nie-moedertaal primêreskoolleerders Abstract
Karel G.F. Esterhuyse, Debbie van Wyk, Roelf B.I. Beukes
 
Vol 38, No 2 (2004) Die waarde van \'n perseptuele stimuleringsprogram vir die Sesotho-sprekende Graad 1-leerder Abstract
MP Koen, C.J. Kotzé, G.S. Kotzé, K.G.F. Esterhuyse
 
Vol 39, No 1 (2005) Discipline-based academic literacy in two contexts Abstract
Caroline Goodier, Jean Parkinson
 
Vol 47, No 2 (2013) Discipline-specific versus generic academic literacy intervention for university education: An issue of impact? Abstract
G Butler
 
Vol 45, No 2 (2011) Discrepancies between perceptions of English proficiency and scores on English tests: Implications for teaching English in South Africa Abstract
AS Coetzee-Van Rooy
 
Vol 48, No 1 (2014) Disparate Impact, Justice and fairness: A case study of the Test of Academic Literacy Levels Abstract
K Sebolai
 
Vol 45, No 1 (2011) Do existing policy and teacher guide documents address the requirements for emergent literacy in grade R? Abstract
E Lenyai
 
Vol 48, No 1 (2014) Do the Academic and Quantitative Literacy tests of the National Benchmark Tests have discriminant validity? Abstract
K Sebolai
 
Vol 50, No 2 (2016) Do the EFAL CAPS and a selected workbook prepare Grade 4 learners adequately for the demands of English as LoLT? Abstract
Kotie Kaiser
 
Vol 44, No 2 (2010) Eating soup with a fork – why the EFAL syllabus cannot promote learning across the curriculum Abstract
K Kaiser, M Reynecke, M Uys
 
Vol 53, No 1 (2019) Editor’s Note Abstract
Tobie van Dyk
 
Vol 49, No 2 (2015) Effectively digitizing communication with Turnitin for improved writing in a multilingual classroom Abstract
Eva Sujee, Alta Engelbrecht, Lynette Nagel
 
Vol 41, No 1 (2007) Employing constructivist-based principles in an Applied Language Studies in English course with a focus on ideology and the media Abstract
S I Brokensha
 
Vol 46, No 1 (2012) Endorsing cultural relevance whilst scaffolding academic literacies in a particular English for Pharmacy course Abstract
M Klos
 
Vol 48, No 1 (2014) English language-in-education: A lesson planning model for subject teachers Abstract
M Reyneke
 
Vol 49, No 1 (2015) Enhancing the Quality of Teaching and Learning in Disadvantaged Contexts: Re-imagining the Teacher’s Role Abstract
B Makina
 
Vol 53, No 1 (2019) Envisioning the use of translanguaging in public spaces as a resource in higher institutions of learning Abstract
Temitope O. Adekunle, Gift Mheta, Maleshoane Rapeane-Mathonsi
 
Vol 37, No 2 (2003) Error treatment in students' written assignments in Discourse Analysis Abstract
Philip H. Mhundwa
 
Vol 48, No 1 (2014) Evaluating academic literacy teaching at a South African university: A case study of an academic literacy programme Abstract
K Sebolai
 
Vol 43, No 1 (2009) Evaluating the effectiveness of a cross-disciplinary genre-focused writing intervention Abstract
A Carstens, L Fletcher
 
Vol 36, No 1-2 (2002) Evaluating the role of Adult Basic Education and Training (ABET), in terms of fulfilling the need for literacy in English, in the private sector Abstract
Brenda Vivian
 
Vol 52, No 1 (2018) Evaluation of assessment skills using essay rubrics in student self-grading at first year level in higher education: a case study Abstract
Sharita Bharuthram
 
Vol 45, No 2 (2011) Every teacher a language teacher? Developing awareness of multingualism in teacher education Abstract
C van der Walt, J Ruiters
 
Vol 44, No 2 (2010) Examining bias in a test of academic literacy: Does the Test of Academic Literacy Levels (TALL) treat students from English and African language backgrounds differently? Abstract
F van der Slik, A Weideman
 
Vol 42, No 1 (2008) Exploration through picture books: opportunities for teaching and learning Abstract
C van Renen
 
Vol 48, No 2 (2014) Exploring educators’ understanding of developing learners’ reading skills and their readiness to implement CAPS Abstract
N Mather, S Land
 
Vol 42, No 2 (2008) Exploring prospective language teachers’ constructions of ‘discursive initiative’: Generating hypotheses about their thinking Abstract
W Greyling
 
Vol 50, No 1 (2016) Exploring writing institutes for teachers in South Africa Abstract
Hanlie Dippenaar, Roxanne Henkin, Cheryl Logan, Elizabeth Ralfe, Magdelena Benn
 
Vol 43, No 1 (2009) Face-to-face talk and synchronous chat as learning tools in tutorial classes Abstract
T Conradie
 
Vol 51, No 2 (2017) Facilitating active reading through a self-questioning strategy: student and tutor experiences and reflections of the strategy use Abstract
Sharita Bharuthram
 
Vol 46, No 2 (2012) Facing up to literacy: perceptions and performance in a test of academic literacy for postgraduate students Abstract
C du Plessis
 
Vol 38, No 1 (2004) Finding the right measure: from blueprint to specification to item type Abstract
Tobie van Dyk, Albert Weideman
 
Vol 50, No 1 (2016) First additional language teaching in selected grade 4 – 6 classes in Western Cape urban schools: The case of Afrikaans Abstract
Christa Thornhill, Michael le Cordeur
 
Vol 37, No 2 (2003) Focussing on form in the classroom Abstract
Rod , Ellis, Shawn Loewen, Helen Basturkmen
 
Vol 46, No 1 (2012) Foreign language policy and the development of Mandarin Chinese in the United States Abstract
YW Qi, E Lemmer
 
Vol 38, No 2 (2004) Foreignising as translation strategy in prescribed books for second-language learners Abstract
Nanette J Lötter, Jacobus A Naudé
 
Vol 53, No 1 (2019) Formative assessment in academic writing: Integrating online feedback within the broader teaching-learning community Abstract
Elsa Meihuizen
 
Vol 44, No 2 (2010) Foundation Phase teachers: The ‘battle’ to teach reading Abstract
AJ Hugo
 
Vol 47, No 1 (2013) Geldigheid vanuit drie paradigmas beskou: ’n eenheid, of ’n veelheid van perspektiewe? Abstract
T van Dyk
 
Vol 45, No 1 (2011) Genre pedagogy in the mediation of socially-situated literacies acquisition – the experience of apprentices in a higher education community of practice Abstract
M Klos
 
Vol 39, No 1 (2005) Getting under their skin: towards a cross-cultural approach for the teaching of literature Abstract
Vanessa Everson
 
Vol 50, No 2 (2016) Ghanaian university students’ entry grades in English and their performance in academic writing Abstract
Gordon S.K. Adika, Alfred Quartey
 
Vol 38, No 1 (2004) Group work as a creative learning process: an example from a French classroom Abstract
Francesca Balladon
 
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ISSN: 0259-9570
AJOL African Journals Online