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Issue Title
Vol 50, No 2 (2016) Improving academic writing through expressive writing Abstract
Verbra Pfeiffer, Christa van der Walt
Vol 50, No 2 (2016) Improving writing practices of students’ academic literacy development Abstract
Desireé Scholtz
Vol 45, No 1 (2011) Incorporating Media into the French Curriculum Abstract
H Thomas
Vol 38, No 2 (2004) Indiensopleiding van swart Afrikaans-onderwysers Abstract
BP Badenhorst
Vol 48, No 1 (2014) Innovative teaching and learning of biblical Greek: A contextualised application of Fink’s taxonomy of significant learning Abstract
A Machin, A Wilkinson
Vol 44, No 2 (2010) Instructional and regulative discourse in language tutorials: An analysis of educators’ response to potentially offensive views Abstract
M Conradie
Vol 36, No 3-4 (2002) Internal request modification by first and second language speakers Abstract
Joy Christine Lwanga-Lumu
Vol 37, No 1 (2003) Intervention and language attitudes: the effects of one development programme on the language attitudes of primary school educators Abstract
Charlyn Dyers
Vol 51, No 2 (2017) Investigating benefits of mother tongue instruction in multilingual Africa: The role of Content and Language Integrated Learning Abstract
Bernard Nchindila
Vol 42, No 2 (2008) Investigating students’ motivations and attitudes towards reading Abstract
N Boakye, L Southey
Vol 43, No 1 (2009) Is synchronous computermediated communication a viable instructional mode in the language classroom? A facilitator and learner perspective Abstract
S Brokensha, T Conradie
Vol 39, No 2 (2005) Johannes Vermeer and Tom Gouws: textual discourse through pen and paint brush

Johannes Vermeer en Tom Gouws: 'n tekstuele diskoers deur pen en penseel
Marthinus Beukes
Vol 38, No 1 (2004) Judging the book Abstract
Carol van der Westhuizen
Vol 37, No 2 (2003) L'autobiographie comme introduction à la critique dans l'enseignement Abstract
Elisabeth Snyman
Vol 45, No 2 (2011) Language awareness and communication as part of teacher education at the University of Pretoria, South Africa Abstract
H Dippenaar, T Peyper
Vol 36, No 1-2 (2002) Language equity and assessment in South African education Abstract
Denise Barry
Vol 39, No 1 (2005) Language learning interventions Abstract
Wendy R Kilfoil, Mirriam MK Lephalala, Thuli Shandu, Peter Southey, Lynda Spencer, Brenda Thoka
Vol 42, No 2 (2008) Language practices in school-based Grade R classrooms Abstract
E Lenyai, M de Witt
Vol 36, No 1-2 (2002) Language proficiency: Current strategies, future remedies Abstract
Albert Weideman, Christo van Rensburg
Vol 41, No 1 (2007) Learning a language with a collegue: a case study of South African Police Services (SAPS) members in the Western Cape Abstract
C Dyers, N George
Vol 49, No 1 (2015) Lees- en spellingagterstande van leerders met serebrale gestremdhede: Interaksie van werkgeheue, fonologiese prosessering en visueel-ruimtelike aspekte tot leer Abstract
A Tolmie, A van Staden
Vol 38, No 2 (2004) Lees-om-te-leer: 'n studievaardigheid Abstract
Ia Esterhuizen
Vol 41, No 2 (2007) L\'enseignement de la traduction à vue à des apprenants de FLE: Teaching of sight translation to French Foreign Language learners Abstract
J van Dyk
Vol 49, No 1 (2015) Lessons from Small-scale Standardised Testing of English Reading and Writing Performance in Two Types of Primary Schools in South Africa Abstract
T Manyike, EM Lemmer
Vol 45, No 1 (2011) Levelling the playing field: an investigation into the translation of academic literacy tests Abstract
T van Dyk, A van Rensburg, F Marais
Vol 37, No 2 (2003) Linguistic Aspects of Intercultural Communication Abstract
Svetlana Ter-Minasova
Vol 45, No 2 (2011) Linguistic penetration at Schneider’s Phase 4: Acceptability ratings of entrenched features of Black South African English by South Africans outside the originating culture of the variety Abstract
B Spencer
Vol 39, No 2 (2005) Linking English First Additional Language teaching and learning with outcomes-based education: what is really happening? Abstract
Gawie Schlebusch, Motsamai Thobedi
Vol 52, No 2 (2018) Linking mother tongue and English academic literacy courses for epistemic access Abstract
Andrea Parmegiani
Vol 45, No 2 (2011) Linking reading literacy assessment and teaching: Rethinking preservice teacher training programmes in the Foundation Phase Abstract
C Nel
Vol 49, No 1 (2015) Marking for Structure using Boolean Feedback Abstract
H Louw
Vol 50, No 1 (2016) Measuring the lexical richness in English majors’ answers to examination papers Abstract
Konul Hajiyeva
Vol 36, No 1-2 (2002) Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning Abstract
Moyra Sweetnam Evans
Vol 42, No 1 (2008) Module-evaluering aan ‘n tersiere instelling in die vak Afrikaans (niemoedertaal) Abstract
M de Beer, H Bezuidenhout
Vol 43, No 2 (2009) Monitoring the standard of a Grade 12 English First Additional Language Reading, Comprehension, Summary and Grammar Paper Abstract
W Coetzee, R Johl
Vol 41, No 2 (2007) Mother-tongue education or bilingual education for South Africa: theories, pedagogies and sustainability Abstract
RJ Balfour
Vol 38, No 2 (2004) Motivating attitudes and educational language planning in the context of English as an international language Abstract
Christa van der Walt
Vol 43, No 2 (2009) Moving to more than editing: A checklist for effective feedback Abstract
H Louw
Vol 46, No 2 (2012) Multichronic complexity in second language development Abstract
K de Bot, M Verspoor
Vol 52, No 2 (2018) Multilingual glossaries: a solution for epistemological access in higher education Abstract
Thoko T. Batyi
Vol 39, No 1 (2005) Names of power and the acquisition of academic literacy Abstract
Edward Katz
Vol 36, No 1-2 (2002) Narrative discourse in research on teaching Abstract
Riana Paola
Vol 43, No 1 (2009) Negotiating a nuanced task-based communicative syllabus of Setswana as an additional language Abstract
T Ngwenya
Vol 50, No 1 (2016) Non-curricular postgraduate writing interventions at South African Universities Abstract
Brenda Vivian, Reinhardt Fourie
Vol 39, No 1 (2005) Noun classification and congruence in German and Zulu – a contrastive analysis Abstract
Anne Baker
Vol 47, No 2 (2013) Nuwe Geletterdhede vir ’n ontluikende nuwe wêreld Abstract
E Meihuizen
Vol 36, No 1-2 (2002) On the Possibility of a Cultural Psychology Theory of Pedagogy Abstract
Carol Macdonald
Vol 41, No 2 (2007) Opportunities provided in language textbooks to develop learners\' multiple intelligences Abstract
G van den Berg, M Nieman
Vol 36, No 3-4 (2002) Our ways of learning language Abstract
Biki Lepota, Albert Weideman
Vol 37, No 2 (2003) Paradigms of curriculum design: Implications for South African educators Abstract
Sioux McKenna
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ISSN: 0259-9570
AJOL African Journals Online