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Perspectives in Education
Scopus
ISSN 0258-2236 · University of the Free State · 1.516 artikel di indeks
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Artikel Jurnal
Advancing multilingualism and African language teaching in rural early childhood classrooms through professional development
Promoting multilingualism and strengthening African language teaching in early childhood classrooms remains a significant challenge in rural South African schools, where teachers often face resource shortages, overcrowded classrooms, and limited professional development opportunities. This study…
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Promoting African languages through play-based learning in early childhood education
The Department of Education’s Language in Education Policy supports mother tongue instruction in the early grades, emphasising African languages. The importance of strong mother tongue instruction leads this study to explore play-based pedagogy to enhance African language skills among Grade R…
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Artikel Jurnal
Minister’s privilege: A response to the 2023PIRLS results
This paper responds to the 2023 release of the PIRLS results, which, yet again, highlights the existing literacy crisis within the South African basic education system, affecting the entire education system from the foundational to the tertiary levels. Learners who fail to transition from decoding…
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Critical literacy as a humanising strategy in the isiXhosa literacy curriculum
Literacy teaching and learning encompass reading and writing and foster critical engagement with texts that have cultural and social implications. This understanding of literacy teaching has motivated me to critically engage with student teachers to promote social justice and understand how…
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Using the discussion method to improve the ability of Korean learners to write narrative texts in Indonesian
Instructional methodology is known to influence the efficacy of foreign language teaching and learning. This study aimed to investigate the effect of using the discussion method to teach narrative text writing to foreign language students. Two groups of South Korean-speaking students who were…
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Artikel Jurnal
Navigating uncertainty: Pre‑service foundation phase teachers ’reflections on readiness to teach reading
South Africa faces a major challenge in improving early literacy instruction, as reading proficiency in the foundation phase is essential for later academic success. Research shows that after three years of schooling, 81% of learners cannot read for meaning in any of the country’s 12 official…
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AI-driven cultural fluency in isiZulu: Harnessing artificial intelligence to empower indigenous language education
The rapid development of artificial intelligence (AI) and autonomous learning systems has transformed language education worldwide. However, most studies have focused on well-resourced languages such as English, Spanish, French, and Mandarin, with limited attention to African indigenous and…
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Examining critical thinking and creativity in second language classrooms in South African higher education
This study examines how second-language instruction in South African higher education can be strengthened to foster critical thinking and creativity in multilingual, structurally unequal learning environments. Positioned within broader debates surrounding 21st-century competencies, the study…
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Translanguaging in action: Foundation phase learners’ use of different communicative linguistic resources for meaning-making during science education
This study explores how primary school learners in a multilingual South African foundation phase classroom use linguistic resources during communicative exchanges in science experiments. Focusing on the topic living and non-living things, it examines how plurilingual learners creatively draw on…
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A linguistic analysis of spelling errors in Northern Sotho-speaking Grade 3learners: A cross-sectional approach
Spelling ability is a crucial determinant of academic achievement and an integral part of the writing process. It is a complex cognitive-linguistic skill that requires knowledge of letter sound correspondence, phonological awareness, orthographic awareness, and morphological awareness. Despite its…
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The second language paradox: Bridging policy and pedagogy using results from large-scale assessment studies
The racialised history of South African education, rooted in colonial and apartheid policies, has deliberately marginalised indigenous languages while privileging English and Afrikaans. This legacy still shapes current educational inequities. Despite post-apartheid policies that mandate…
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Artikel Jurnal
A Setswana translation and adaptation of the Stark Griffin™ Dyslexia screening test
South African learners, particularly in Grade 4, demonstrate significant challenges in reading comprehension. The 2021 PIRLS study found that 81% of these learners could not read with comprehension. Notably, even Setswana-speaking learners, who receive initial instruction in their home language…
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English second language teaching and learning andChatGPT: Perspectives of university lecturers in Namibia
The research explored how ChatGPT could support English as a second language (ESL) teaching and learning in Namibia’s public universities, drawing on insights from lecturers at the University of Namibia (UNAM) and the Namibia University of Science and Technology (NUST). Guided by a constructivist…
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Artikel Jurnal
Reshaping the landscape of language education: Sharing insights, best practices, and research
Over the past decade, we have witnessed a massive shift in information and digital technologies that has had an enormous impact on second language teaching and learning. These changes have forced education to undergo significant transformations in how languages are taught and mediated. The rapid…
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Autumn 2026 Editorial Section 1
It is with a sense of urgency and hope that we present this special issue of Perspectives in Education. The idea for this collection emerged from the Education Deans’ Forum Colloquium held in Kempton Park on 17 May 2024. During this gathering, scholars from across South Africa reflected on the…
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Transformative pedagogy: Harnessing constructivist and participatory approaches to foster learner engagement and effective instruction
Innovative and participatory pedagogical approaches have emerged as transformative strategies in modern education, fostering active learner engagement and reshaping classroom dynamics. Grounded in constructivist learning theories, particularly those proposed by Piaget and Vygotsky, these approaches…
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Innovative approaches to sustainable quality teaching in early childhood development: A scoping review of assessment criteria in resource-limited environments
In South Africa, there is an urgent need for sustainable, quality teaching in early childhood development. The ability to understand different styles and approaches is crucial for fostering a critical and reflective attitude towards teaching and care. Early childhood development (ECD) should be…
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Artikel Jurnal
Green Songs as music education for sustainable development in an early childhood setting: Tuning into pre-service music teacher voices
development (ESD) into music teacher education using the Green Songs Project, an undergraduate service-learning project in a music education module. Seven pre-service music teachers (PSMTs) composed and taught original environmental songs to pre-schoolers to foster ecological awareness through…
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Exploring storytelling methodologies on childhood development: A collaborative study with early childhood education practitioners in rural settings
Storytelling has long been recognised as a powerful tool in early childhood education, captivating children’s imaginations while fostering essential developmental skills. This qualitative study explored how storytelling techniques enhanced cognitive, emotional, and social development among young…
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Policy imperatives for enhancing parental involvement in inclusive rural foundation phase education
Parental involvement plays a crucial role in the social, emotional, and academic development of children, particularly in inclusive rural Foundation Phase classes. However, in rural areas, teachers often face challenges working with learners of varied abilities, especially when parents are not…
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