Vol. 56 No. 1 (2022): Journal for Language Teaching

Ijenali Yekufundzisa Lulwimi
Tydskrif vir Taalonderrig

I am very pleased to release volume 56, number 1 (2022) of the Journal for Language Teaching, our first open access issue. Our sincere gratitude goes to the Stellenbosch University Library for agreeing to be the host for our journal on an Open Journal Systems (OJS/PKP) platform. We are confident that the platform will contribute immensely towards boosting the journal’s visibility and readership worldwide.

Published: 2022-09-20

Articles

Editor's note

Kabelo Sebolai

i-ii
- PDF
Facilitating skills transfer: a collaborative writing centre intervention for undergraduate Law students

Laura Drennan, Gini Keyser

1-25
- PDF
First-year students at an open distance and e-learning institution: Perceptions, expectations and challenges associated with academic writing feedback

Kgabo Maphoto

1-19
- PDF
The impact of teacher and learner positioning in the writing classroom

Nazarana Mather

1-30
- PDF
They just don’t get it! Towards informing course and syllabus design – an error analysis of referencing in undergraduate writing

Tobie Van Dyk, Kristien Andrianatos

1-20
- PDF
Grade 10 teachers’ perceptions of their application of socio-cultural and multiple intelligences on English second language learners

Onyinyechi Glory Ndu, Baba Primrose Tshotsho, Madoda Cekiso

1-22
- PDF
Perceptions of lecturers on English as a primary medium of instruction at a selected university in South Africa

Juliet Munyaradzi, Tintswalo Vivian Manyike

1-22
- PDF
Ubuntu translanguaging as a systematic approach to language teaching in multilingual classrooms in South Africa

Malephole Philomena M. Sefotho

1-17
- PDF
Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

Mosebetsi Mokoena

1-21
- PDF

Vol. 56 No. 1 (2022): Journal for Language Teaching

Articles

Editor's note

Facilitating skills transfer: a collaborative writing centre intervention for undergraduate Law students

First-year students at an open distance and e-learning institution: Perceptions, expectations and challenges associated with academic writing feedback

The impact of teacher and learner positioning in the writing classroom

They just don’t get it! Towards informing course and syllabus design – an error analysis of referencing in undergraduate writing

Grade 10 teachers’ perceptions of their application of socio-cultural and multiple intelligences on English second language learners

Perceptions of lecturers on English as a primary medium of instruction at a selected university in South Africa

Ubuntu translanguaging as a systematic approach to language teaching in multilingual classrooms in South Africa

Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

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