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ISSN: 2333-9721
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Per Linguam : A Journal of Language Learning

ISSN Print: 0259-2312

ISSN Online:

主页: http://perlinguam.journals.ac.za

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ELICITING AND LADDERING PROSPECTIVE LANGUAGE TEACHERS’ CLASSROOM-RELATED CONSTRUCTS

Wilfred Greyling

The role of phonological awareness in early childhood reading in English

Bernard Nchindila

LITTLE LEARNING; LESS GRAMMAR: OBSERVATIONS ON CURRICULUM FOR ENGLISH AS A FIRST ADDITIONAL LANGUAGE

Diana Ayliff

An individualised literacy intervention for low-progress readers and writers in the Foundation Phase

Marika Swart,Renee Nathanson

ISIZULU TEACHERS’ PERCEPTIONS OF THE FOUNDATIONS FOR LEARNING LITERACY PROGRAMME IN FOUR TOWNSHIP PRIMARY SCHOOLS

Thabile Mbatha

PREFACE

Christa Van der Walt

GRAMMATICAL SYLLABUS AND EFL TEXTBOOKS: THE NEED FOR CONSCIOUSNESS-RAISING ACTIVITIES

Sasan Baleghizadeh

A multifaceted model for designing reading development programmes for L2 learners at tertiary level

Naomi Boakye

Selecting literature for beginner readers in South Africa

Liesel Hibbert,Marius Crous

Classroom assessment of reading comprehension: How are preservice Foundation Phase teachers being prepared?

Carisma Nel

Call for Papers

Christa Van der Walt

RECOGNISING SPEECH ACTS

Phyllis Kaburise

Measuring reading strategy knowledge transfer: Motivation for teachers to implement reading strategy instruction

Nanda Klapwijk,Christa Van der Walt

FAR FROM THE CITY LIGHTS: ENGLISH READING PERFORMANCE OF ESL LEARNERS IN DIFFERENT TYPES OF RURAL PRIMARY SCHOOL

Eleanor Lemmer,Tintswalo Manyike

Preface to Special Edition

Renee Nathanson

TEACHING NON-INDIGENOUS SPEAKERS OF ISIXHOSA: A CRITICAL EVALUATION OF OWN PRACTICE

Phumla Kese

Reading comprehension in high-poverty schools: How should it be taught and how well does it work?

Elizabeth J Pretorius,Mirriam Lephalala

DIVERSITY, EXCLUSION AND RISK, AS SECOND-LANGUAGE LEARNERS OF IMMIGRANT PARENTS ACQUIRE FIRST-TIME LITERACY IN ENGLISH

Norma Nel,Elizabeth Snelgar

The functions of code switching in English language learning classes

Christa Van der Walt

Reading is FUNdamental: The effect of a reading programme on vocabulary development in a high poverty township school

Ruth Scheepers

Conversation principles and second language utterances

Phyllis Kaburise

A balanced reading programme for Grade One and Two learners of English as a first and as additional language

Rosemary Wildsmith-Cromarty,Rogini Gounden

Activity theory and genre ecology: Conceptual tools for understanding technical communication

Christine Winberg

English Second Language (ESL) students as new members of a community of practice: Some thoughts for learning and assessment

Ruksana Osman,Kate Cockcroft,Anisa Kajee

Teaching German as a foreign language in a multilingual South African context

Anne Baker

A paradigmatic shift in response to student writing

Brenda Spencer

Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies

Annalene van Staden

Teaching and assessing mind maps

Jennifer Wright

Conceptual metaphor and comprehension in business writing

Talita C Smit

Using systemic functional grammar in the media classroom: Increasing students’ ability to produce and analyse media texts

Jenny Clarence-Fincham

Uncharted territory: A complex systems approach as an emerging paradigm in applied linguistics

Albert J Weideman

Bilingual and biliterate? An exploratory study of Grade 8 reading skills in Setswana and English

DS Matjila,Elizabeth Pretorius

Martin Parrott. 2000. Grammar for English Language Teachers. Cambridge University Press.

Elaine Ridge

Uncovering and negotiating barriers to intercultural communication at Greenmarket Square, Cape Town’s ‘world in miniature’: An insider’s perspective

Charlyn Dyers,Foncha J Wankah

The refinement of a test of academic literacy

Frans van der Slik,Albert Weideman

Stockwell, Stockwell. 2007. A resource book for students. New York: Routledge.

CT Moyo

Put listening to the test: An aid to decision making in language placement

Fiona Marais,Tobie van Dyk

Eeny Meeny Miney Mo – choices and consequences for graduate study in educational linguistics

Rinelle Evans

Ten years of democracy: attitudes and identity among some South African school children

Charlyn Dyers

Die ontwikkeling van 'n rekenaarondersteunde taalonderrigprogram op grond van Afrikaanse folklore

Estelle Kruger

Rouse, John and Katz, Edward. 2003. Unexpected Voices: Theory, Practice and Identity in the Writing Classroom. Hampton Press, Inc.

Terry Volbrecht

Investigating the impact of SMS speak on the written work of English first language and English second language high school learners

Kristy Winzker,Frenette Southwood,Kate Huddlestone

On determining what counts while counting: Aspects of language testing where diversity is the standard

Christine Anthonissen

Evaluating the effectiveness of an academic literacy course: Do students benefit?

Jean Parkinson,Leonora Jackson,Tamlin Kirkwood,Vasanthie Padayachee

A comparison of the responses to three comprehension and three production tasks assessing the morpho-syntactic abilities of Afrikaans-speaking preschoolers

Frenette Southwood

Teaching Xhosa for special purposes to physiotherapy students: A case study

Alet van Huyssteen,Bertie Neethling

Testing learners' attitudes - visual components of texts as bridges or barriers to learning

Christine Anthonissen,Monica Kirsten

Towards providing effective academic literacy intervention

Tobie van Dyk

The pragmatic import of pronominal usage in chiShona discourse

Sinfree Makoni,Pedzisai Mashiri

The comprehension and production of plural forms of nouns by 6-year-old Afrikaans-speaking children with and without specific language impairment

Frenette Southwood

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