Background: Morphological awareness (MA) is widely recognised as contributing to successful reading and reading comprehension. Despite this, research examining the nature of morphological errors among second-language (L2) English learners remains limited, particularly among Deaf learners. Objectives: This study identified and classified English MA errors made by Deaf learners in Lesotho and determined the most prevalent error types and their possible underlying sources. Method: Data were collected from 26 Deaf learners in Grade 3 to Grade 7 at a school for Deaf learners in Lesotho. Learners completed five MA tasks assessing inflectional and derivational morphology. A taxonomy was developed to identify and classify the morphological errors. Results: Overall performance on the MA tasks was low, providing important context for the high frequency of errors. Learners achieved a mean score of 15% for inflectional awareness and 26% for derivational awareness. The analysis identified intralingual errors, including overgeneralisation and the incomplete application of English morphological rules. Some errors appeared to be interlingual and may have resulted from transfer from Lesotho Sign Language (LSL) and Sesotho. These included the use of a zero morpheme, which may reflect transfer from LSL, and the addition of a word-final vowel, which may reflect the influence of Sesotho. Conclusion: Learners experienced substantial difficulties in applying English inflectional and derivational morphology. The identified error patterns reflect an incomplete understanding of English morphological processes, task-related factors, cross-linguistic transfer, limited explicit instruction in morphology, and the possible influence of learners’ multilingual repertoires. Contribution: These findings provide insight into the morphological challenges faced by Deaf learners in developing English MA and highlight areas for targeted educational support.
Background: In 2016, the South African Department of Higher Education and Training initiated a project to develop standards to guide English and Mathematics teacher educators in curriculum design and implementation. Objectives: The investigation aimed to identify key affordances and limitations of the Primary Teacher Education (PrimTEd) knowledge and practice standards for the teaching of English, and to identify directions for their refinement and take-up. The article traces the conceptual foundations of the draft standards, examines their alignment with current language and literacies education scholarship, with South African directions in language education, and with conceptions of teacher knowledge. It also explores how the standards are being interpreted in teacher educator practice. Method: Using the frame of reflection-on-action, reflection-in-action, and reflection-for-action, the study makes use of documentary sources and vignettes to provide a literature and practice-informed account of the standards. It draws on archival material, recent scholarship in the field of language and literacies teaching and learning, South African education policy documents, and accounts of language teacher educators’ engagement with the standards. Results: While the draft standards reflect widely accepted content and pedagogic knowledge required of language and literacies teacher educators and classroom teachers, the role of learners’ full linguistic repertoires in learning could be more central to the standards, as could the increasing importance of digital literacy. Furthermore, the standards need to be more accessible to the community of teacher educators. Conclusion: The standards provide a valuable benchmark against which teacher educators of English can reflect on their own practice and develop their curricula. Some revisiting of the standards is needed to foreground emerging directions in research and practice. Contribution: Greater clarity, accessibility, and official endorsement of the standards are recommended to strengthen implementation and enhance teacher education in language and literacies.
Background: South African primary schools continue to face significant literacy challenges, with PIRLS 2016 finding that 78% of Grade 4 learners were unable to read for meaning. In Sepedi-speaking communities, the gap between indigenous oral traditions and formal education deepens these challenges, as culturally significant folklore resources remain underutilised. Objectives: This study examined the pedagogical potential of Sepedi folklore including folktales (dinonwane), proverbs (diema), and riddles (dithai) as culturally responsive tools for developing literacy and critical thinking among Grade 7 Sepedi home language learners in the Lebowakgomo Circuit, Limpopo. Method: A qualitative design used semi-structured teacher interviews, non-participant classroom observations and document analysis of learners’ folklore-based activities. Participants were purposively selected, and data were analysed thematically using inductive coding. Results: Sepedi folklore functioned as an effective medium for vocabulary acquisition, figurative language, narrative competence and oral proficiency. It engaged culturally familiar schemas, reducing cognitive load and promoting higher-order analytical engagement. Dialogic folklore instruction improved learner engagement, inferential reasoning, and evaluative understanding. Conclusion: Sepedi folklore is a valuable tool for addressing literacy challenges and promoting critical thinking. Successful implementation requires ongoing professional development, curriculum alignment and community collaboration. Contribution: The study provides empirical evidence linking folklore-based pedagogy, literacy development and critical thinking in indigenous African language classrooms, supporting the integration of indigenous knowledge systems into formal literacy instruction.
Background: Border districts in southern Malawi experience recurrent cross-border displacement from Mozambique because of floods, cyclones and political instability. In Nsanje district, Mozambican immigrant learners enter schools with multilingual repertoires shaped by Sena and Portuguese, while Malawi’s 2014 language-in-education policy mandates a monolingual (English) medium of instruction from Standard 1. Objectives: The study examined how literacy for immigrant learners in Nsanje could be re-conceptualised to address the linguistic exclusion created by the monolingual language policy. It focused on a specific borderland context to explore the broader implications for multilingual literacy education in African settings affected by mobility. Method: The study employed a qualitative conceptual design. It analysed literature on literacy, language policy, multilingualism, border studies, and inclusive education. A theoretical synthesis was undertaken to examine the relationship between linguistic realities, literacy practices, and language-in-education policy. Results: The analysis indicated that monolingual policy assumptions undermine learners’ multilingual meaning-making practices, thereby limiting access to reading and writing. A braided river metaphor was developed to conceptualise literacy as fluid and mobile. Furthermore, a borderland multilingualism framework was proposed to explain how learners can draw on linguistic resources across languages. Conclusion: Literacy inclusion in borderland contexts requires pedagogical and policy approaches grounded in multilingualism, as literacy practices that embrace learners’ full linguistic repertoires provide greater access to learning. Contribution: The study contributes a metaphor and a theoretical perspective for understanding borderland literacies. It also advances multilingualism as a policy-relevant strategy for inclusive literacy education in African contexts characterised by displacement and linguistic diversity.
Background: Memoir writing can be a powerful tool for authors to reflect on past events and express their emotions, especially those related to grief. Research suggests that, beyond narrating stories, memoir writing can fulfil a therapeutic purpose when based on personal experiences. Objectives: This article explores how first-year undergraduate students utilise memoir writing as a therapeutic means to express grief. In this article, memoir writing is employed not merely to recount events drawn from personal memories but also as a coping strategy that involves reflection upon traumatic experiences through written expression. It acts as a means for emotional expression and interrogation of thoughts. Method: Data were collected using qualitative approach aligned with a case study research design. The data collection process involved memoirs written by five first-year undergraduate students who participated in a Memoir Writing Project. In addition, thematic analysis was used to analyse the data. Results: The findings indicate that some students utilised the memoir writing process as a means of reflecting on their past traumatic experiences. In addition, the memoir writing process contributed to enhancing metacognitive skills which are a requirement in self-reflection. It afforded them an opportunity to connect their past, present, and future and consequently, they gained a broader perspective into how loss shaped their personal identities. Conclusion: This article demonstrates that memoir writing can provide a haven for first-year students to express deep emotions which they might not previously have shared with others. It provides a space in which students feel secure enough to disclose personal experiences and understand that others may have experienced similar life challenges. Contribution: This article provides a broader understanding of how memoir writing functions as an important tool to help students develop confidence to express their perspectives through writing. It also shows how collaborative writing creates a space where writers feel safe to express themselves without fear of judgement.
Background: Effective vocabulary instruction underpins learners’ oral and reading comprehension; however, persistent comprehension difficulties in South African schools linked to limited vocabulary teaching highlight the need to strengthen preservice teachers’ instructional capacity. Objectives: This study examined how engagement in iterative cycles of practice, supported by coaching and reflection within mixed reality simulation (MRS) microlessons, enhances preservice teachers’ isiZulu vocabulary instruction in the Foundation Phase. Method: A qualitative interpretive case study design was used, drawing on lesson observations, coaching and reflection sessions, and focus group interviews. The study involved 19 second-year university students in Johannesburg preparing to teach isiZulu Home Language reading in Foundation Phase classrooms. Results: Preservice teachers initially struggled with appropriate word selection, systematic instruction, and the provision of learner-friendly definitions, resulting in fragmented explanations and limited learner understanding. Conclusion: Engagement in MRS microlessons, coaching, and reflection discussions improved participants’ ability to select, explicitly teach, and clearly explain vocabulary, thereby enhancing learners’ contextual understanding. Contribution: The findings of this study show that integrating MRS microlessons, coaching, and reflection discussions strengthens preservice teachers’ vocabulary instruction and supports their preparation to address comprehension challenges in South African classrooms through simulated practice, feedback, and reflective approaches that transform teaching practices into effective and inclusive ones.
Background: The current Curriculum and Assessment Policy Statement (CAPS) for teaching languages and literacies in South African schools includes visual literacy components in all grades and thus teachers need to be visually literate, to be critical viewers of the visual, and to know how to teach visual and critical visual literacy. Objectives: The aim of this research was to investigate the possibilities of designing multiple-choice items that attempt to assess student teachers’ visual and critical visual literacy content and pedagogic knowledge. Method: In this reflective case study we present, discuss, and reflect on examples of multiple-choice items designed for the assessment of components of the Primary Teacher Education Project (PrimTEd). Our reflections are informed by literature in the fields of visual literacy and critical visual literacy education. Results: Sourcing socio-culturally inclusive, multimodal texts and creating appropriate classroom teaching scenarios on which to base questions that comply with the criterion of test fairness is challenging to achieve in any test format. It is particularly difficult to achieve when constrained by a multiple-choice format. Conclusion: Multiple-choice items can be used to assess some aspects of student teachers’ visual and critical visual literacy, such as discourse-specific terminology, explanations of terminology, and choices of classroom teaching strategies. However, alternative question forms or tasks have greater affordances for assessing other aspects of student teachers’ ability to read still and moving images and multimodal texts with understanding and criticality, and to teach learners how to do so. Contribution: The article contributes to the field of visual and critical visual literacy assessment in initial teacher education through an investigation of the affordances and limitations of the multiple-choice format commonly used in large-scale assessments.
Background: Despite the growing recognition of the importance of diverse narratives, children’s literature sometimes lacks substantive representation of social justice themes, thereby limiting opportunities for critical engagement and awareness. The study seeks to investigate how exposure to such literature can cultivate critical thinking, empathy, and a heightened social consciousness among children. Through an analysis of their reflections, the research underscores the potential of literature as a transformative medium for fostering awareness and empowering young readers to recognise and question systemic inequalities. Objectives: The objective of the study was to explore how Grade 4 learners at a school in Jeddah, Saudi Arabia, engage with and respond to social justice issues as presented in the novel Journey to Jo’burg Method: The study adopted a case study as a qualitative approach and, as a means of data generation, established a Reading Club as a type of focus group discussion. Results: The findings suggest that participants engaged with the social issues as presented in the story with empathetic understanding and thoughtful analysis. They demonstrated a nuanced understanding of the struggles of the characters, often drawing parallels to their own lived experiences. Conclusion: This study revealed that engaging with socially conscious literature, such as Journey to Jo’burg, can significantly enhance children’s critical thinking, empathy, and awareness of social justice issues. Through thoughtful reflection and personal connection to the text, children were able to recognise and articulate the realities of injustice and inequality, both within the narrative and in their own lives. Contribution: This research speaks to the power of literature to connect across borders and recognises how South African novels can speak to many readers.
Background: South Africa is implementing a mother tongue-based bilingual education strategy. This shift in language policy has significant implications for mathematics teaching and for the preparation of mathematics teachers in initial teacher education (ITE) programmes. Objectives: The Primary Teacher Education (PrimTEd) knowledge and practice standards articulate the intended core curriculum for all primary teachers graduating from ITE programmes. This article examines the extent to which these standards are aligned with the emerging multilingual policy context. Method: We analysed the content of the PrimTEd Mathematics Knowledge and Practice Standards’, from a ‘language(s) in mathematics education’ perspective. All instances where language is explicitly referenced or implicitly invoked are identified and categorised. In critically reflecting on the findings, we note what is absent and illustrate how the policy framework could be strengthened. Results: Three approaches to language(s) are evident: through general pedagogical standards; through standards related to mathematical acting and thinking; and through the specification of knowledge of various problem types. However, the standards remain generic and high level, offering limited guidance for mathematics course design. We make two contributions towards greater specification. Firstly, we propose performance-level descriptors that articulate levels of attainment for language-responsive teaching (using the example of addition and subtraction). Secondly, we provide illustrative examples of ‘gap-generating’ words and phrases known to contribute to learner confusion in this domain. Conclusion: We argue for more explicit identification of gap-generating language and research that supports language-responsive teaching within the multilingual context envisaged for South African teacher education. Contribution: This article clarifies how language and mathematics are conceptualised in the PrimTEd standards and offers illustrations that could be used to inform mathematics course design and programme strengthening.
Background: Historically, there has been an unevenness in South African language teaching at schools and in teacher education at universities, exacerbated by a lack of agreed course standards and gaps in what is offered in language courses on teacher education across universities. Objectives: This article argues that test design may contribute to greater equality – related to social justice – in education. Method: This article reports on aspects of test design that ensure fairness and give it relevance and cultural responsivity: the diversity of item writers; the development of culturally sensitive, realistic items based on language teaching and learning scenarios; the inclusion of a scaffolded free writing experience and varied question levels. Results: The authors describe how the test items bring notions of fairness to diversity of students and reflect the pedagogic realities of teaching English in a multilingual society. Conclusion: We argue that testing of the English language and literacies in initial teacher education has a social justice imperative, and that testing of these skills is necessary to interrupt a trajectory of teachers with limited language and pedagogic knowledge and skills entering the teaching profession, typically going into schools where standards most need to be improved. Contribution: The sociopolitical and intentional aspects of testing are an important value component linked to social justice. However, test item design notions of accuracy, fairness, validity, reliability and accessibility relate to internal validity within test design and have also been linked to social justice in testing, as much as they exist in types of test items and the overall test design. How these intentions and approaches might fulfil a social justice approach is the contribution of this article.
Background: Argumentation, which is an important skill required of students in higher education, is often assessed through writing. It is a difficult skill for students to grasp, resulting in many challenges; however, it can be developed through practice and should receive greater attention, as it fosters the development of critical thinking skills, thereby better equips students to become active and democratic citizens. Objectives: This study reflects on first-year students’ perceptions and experiences of writing an argumentative essay in an Academic Literacy module. The aim of the study was to gain a better understanding of students’ writing challenges in order to develop meaningful ways of revising the course and ultimately enhancing their argumentative skills. Method: A qualitative approach was used, and data were collected by means of an online student questionnaire. The theoretical framework underpinning this research is socio-constructivism. Results: The findings revealed specific areas of challenges experienced by students, which may not necessarily be attributed to cognitive abilities or unfamiliarity with the different components of an argument, but rather to aspects that are often overlooked, for example, lack of practice and discomfort arising from the topic. Conclusion: The study highlights the importance of conscious planning and the scaffolding of each stage of the process through ample opportunities for both dialogue and writing practice. Some pedagogical implications are suggested. Contribution: Currently, the literature on argumentation in the South African context, as reflected through student voices, is scarce. This research helps to address this gap. Additionally, the pedagogical implications provide ways in which student challenges may be addressed.
Background: South Africa’s early grade reading challenges are well documented and deeply systemic. Despite curriculum expectations that learners read with understanding by Grade 3, most, particularly in no-fee schools, fall short of this benchmark. The challenge is particularly acute for multilingual learners who speak an African language at home but attend English-medium schools. Objectives: Although policy supports mother tongue instruction to Grade 3, many learners enter straight-for-English classrooms with limited language support. Addressing this intersection of language, literacy, and inequality requires scalable, curriculum-aligned solutions. This study evaluates QondaRead, a low-cost, classroom-embedded literacy intervention piloted in four under-resourced English-medium schools in the Eastern Cape. Method: The programme integrates explicit phonics instruction, scaffolded fluency practice, and graded reader use into daily teaching. A mixed-method, pre–post design was employed with over 700 Grades 1–3 learners, complemented by teacher focus groups. Learner progress was assessed using standardised letter–sound fluency (LSF) and oral reading fluency (ORF) tools. Results: Learners made statistically significant and educationally meaningful gains. Grade 1 LSF and Grade 2–3 ORF improved substantially, with effect sizes from moderate to large (Cohen’s d = 0.7–1.9). The weakest readers showed the largest relative gains. Teachers reported improved classroom structure, learner engagement, and confidence in structured routines. Conclusion: Low-cost, classroom-embedded interventions such as QondaRead can improve foundational reading outcomes in multilingual, English-medium classrooms. The findings suggest that structured decoding and fluency instruction can be effectively integrated into daily classroom practice in under-resourced school contexts. Contribution: This study contributes empirical evidence on the implementation and scalability of structured literacy interventions in multilingual South African classrooms and highlights the potential of embedded teacher-supported models to strengthen early grade reading outcomes.
Background: Although the coronavirus disease 2019 (COVID-19) pandemic has significantly subsided, its educational repercussions persist, particularly in rural South African contexts. The abrupt transition to remote learning in 2020 disproportionately affected learners, particularly in under-resourced areas, resulting in significant learning loss – especially in reading among English First Additional Language (FAL) learners. Objectives: This qualitative study aimed to explore how the free voluntary reading (FVR) approach can be used to mitigate the COVID-19-induced reading loss among Grade 10 English FAL learners in a rural Free State school. Method: Grounded in Krashen’s Input Hypothesis Theory, the study adopted the Participatory Action Learning and Action Research methodology to engage two English FAL teachers and ten Grade 10 learners through purposive sampling. Data generated through semi-structured interviews, focus group discussions, and classroom observations were analysed using reflexive thematic analysis. Results: Findings reveal that the FVR approach significantly fostered improved reading confidence, motivation, comprehension, imagination, and vocabulary development. Conclusion: The study concludes that FVR is a viable pedagogical strategy for addressing reading deficits in rural English FAL classrooms. It recommends integrating a reading period into the school timetable and revitalising school libraries to ensure the successful implementation of reading interventions. Contribution: Beyond its role in post-pandemic recovery, this study affirms FVR as a research-supported approach for promoting sustained literacy development in English FAL contexts, thereby contributing to evidence-based practices in language education.
Background: Writing development in higher education requires both linguistic control and cognitive engagement. Register theory and constructivist pedagogy provide a framework for evaluating how students use language to persuade, reason, and reflect ethically in academic contexts. Objectives: To investigate how genre–based assessment and constructivist reflection in argumentative writing enhance developmental learning and rhetorical awareness among second–language university students. Method: Twenty–seven essays and 23 reflections were analysed. Essays were scored using register dimensions of field, tenor, and mode, while reflections were thematically coded for indicators of developmental learning. Results: Students wrote argumentative essays on artificial intelligence in education. Their control of tenor and mode was evident in persuasive organisation, while field scores reflected moderate lexical precision shaped by engagement with the theme. Reflections revealed metacognitive growth and ethical awareness, showing that students were both writing to learn and learning to write. Conclusion: Students demonstrated consistent control of tenor and mode, moderate lexical precision, and growth in metacognitive and ethical awareness. The combined rubric and thematic coding offered a multidimensional view of writing performance and progression. Contribution: The study responds to calls for integrated register– and genre-based approaches, proposing a methodology that connects text-based features of content knowledge with metacognition, thereby contributing new insights to applied linguistics on writing as learning.
Background: Reading proficiency in English as a First Additional Language remains a critical challenge in South Africa and other countries. The 2021 Progress in International Reading Literacy Study starkly highlighted this issue, revealing that South African 10-year-olds perform at an extremely low level of reading for meaning, scoring 288 points far below the international centre point of 500 and ranking last among 65 participating education systems. Objectives: To investigate the pedagogical and systemic challenges teachers face in assisting learners with the transition from mother tongue instruction in the Foundation Phase to English as the primary language of teaching and learning at the start of Grade 4. Method: Informed by a constructivist paradigm, the research employed a qualitative approach. Twelve Grade 3 and Grade 4 language teachers were purposively sampled from four under-resourced rural schools. Data were collected through classroom observations and a semi-structured focus group interview to explore teaching practices. Document analysis was conducted to provide context and allow for rich qualitative data. Results: Thematic analysis revealed a systematic misalignment between policy, curriculum design, and classroom practice. Results indicated profound lack of targeted teacher development and institutional support, and indicated that transition to English is sudden, causing academically capable Grade 3 learners to struggle in Grade 4. Conclusion: The abrupt linguistic transition is disadvantageous to learners, with no coherent plan to manage it. Grade 3 teachers are left to cope individually. Contribution: The study contributes specific recommendations to address this systemic failure: implementing robust teacher professional development programmes; adopting a structured dual-language scaffolding model; and ensuring the provision of sufficient high-quality resources to support a more gradual and effective transition.
Background: Given South Africa’s multilingual landscape and a growing immigrant student population, this study examines how code-switching enhances finance tutorials for African immigrant students at a South African university where English is the main medium of instruction. Objectives: The study focuses on an entrepreneurship programme, and examines how tutors switch between English and the tutee’s home or preferred languages to help students overcome language barriers and improve their understanding of complex financial concepts, such as the Time Value of Money. Method: Using a qualitative case study approach within an interpretivist paradigm, data were collected using focus group interviews and unobtrusive observations of tutorial sessions with five African immigrant tutees and three tutors. Two major themes emerged: the use of code-switching as a pedagogical tool and the role of tutors in meaning construction. Activity Theory served as the analytical frame for the study by enabling analysis of internal contradictions during tutorial activities. Results: The findings demonstrate that code-switching is a valuable teaching tool that significantly enhances students’ understanding, engagement, and sense of fairness in class. It also emerged that tutors play a crucial role as language mediators, adapting their language to meet the students’ needs. Conclusion: The study concedes that code-switching can be a pedagogical strategy that enhances comprehension among multilingual African immigrant students, thereby promoting inclusive education through equitable learning opportunities. Contribution: It is hoped that the study will provide educators and policymakers with concrete strategies for planning and intervention as they strive to improve student performance and inclusive education in South African institutions of higher learning.
Background: This study investigates the relationship where common linguistic errors may act as constraints on the attainment of syntactic complexity and explores the resulting pedagogical implications in advanced writing. Objective: The exploration of error patterns has been conducted to analyse sentence structure and instructional strategies in the advanced writing teaching process. The main objective of the research is to find a connection between the common linguistic errors that might serve as barriers to syntactic complexity being achieved, and a discussion of consequent pedagogical implications in advanced writing. Method: The investigation employs a quantitative approach in which the essays of 100 undergraduate students are analysed, and the relationship between the different features of syntactic complexity is examined. The features of syntactic complexity in the research studied include the mean number of words before the verb (SYNLE), the average number of modifiers per noun phrase (SYNNP), and sentence-to-sentence similarity. In contrast, the types of linguistic errors analysed include noun errors, form errors, and punctuation mistakes. The syntactic complexity features are drawn from the Coh-Metrix software, which provides measures of text cohesion and coherence. Results: The study reveals a significant negative correlation between noun and form errors and syntactic complexity. These errors, in particular, lead the writers to simplify their sentence structures, resulting in shorter pre-verbal segments and a drop in cohesion and coherence. In contrast, other error types, such as lexis and punctuation errors, have very weak or no correlation with the features of syntactic complexity. Conclusion: Highlighting noun mistakes and grammar errors as writing instruction issues is one of the most significant findings these results point to. They also indicate that the inclusion of syntactic complexity metrics in automated writing systems may help provide very nuanced feedback, thus allowing the writers to work on their sentence sophistication and the coherence of their texts. Contribution: The study has a major impact on research in second language writing and syntactic analysis, as it empirically demonstrates that noun and form errors are associated with sentence complexity and textual cohesion. In addition, it has led to the drawing of practical insights for writing training and the creation of automated feedback tools aimed at refining syntax and improving coherence in advanced second language writing.
Background: Low literacy levels in South African rural primary schools continue to be challenging, with many schools not having access to adequate resources. The private higher education institution (HEI) responded to a call for authentic, meaningful engagement to become an implementing partner in a rural district for literacy development intervention, which was funded by an education support foundation. Objectives: The study focused on examining the perceptions and responses of teachers and reading club facilitators to resourced reading clubs as a vehicle for literacy development in 12 rural primary schools in the Eastern Cape. Method: Employing a qualitative, multi-site case study positioned within a constructivist paradigm explored how through community engagement-resourced reading clubs were used as a vehicle for literacy development in 12 rural primary schools; data were gathered through observation, monthly facilitator feedback reports, open-ended questionnaires, and focus group discussions with teachers, reading club facilitators, and monitors. Thematic analysis was used to develop themes across data sources. Results: Findings indicated that the dedicated reading club facilitators viewed the training as skills that extended their impact beyond schools. Participants reported increased learner motivation, access to relevant reading materials, and sustained reading practices. Facilitators demonstrated growing confidence, agency, and competence. Schools reported notable improvements in learners’ reading attitudes and participation. Conclusion: The findings underscore the value of resourced reading clubs, grounded in community engagement, and supported through structured implementation processes to offer a sustainable model for literacy development in rural schools. Contribution: The study provides evidence that resourced reading clubs can serve as replicable, sustainable literacy intervention in rural South African contexts.
This Table of Contents reflects the print compilation of peer-reviewed articles published in the journal. Each article listed was originally published online under the journal’s open access model and remains individually accessible and citable. This compilation has been created solely for print distribution, reference, and archival purposes. No new research content is introduced. The publisher affirms that all articles included in this compilation have undergone the journal’s standard editorial and peer-review processes.
