Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessons

Pretty N. Magangxa; Deidre C. Geduld

For full functionality, including active links, we recommend downloading the PDF. Certain interactive features may not operate within the embedded viewer.
Download this PDF file

Crossref Citations

1. The strategies in teaching isiXhosa semantics in Foundation Phase: A systematic review
Anele Gobodwana
Reading & Writing vol: 15 issue: 1 year: 2024
doi: 10.4102/rw.v15i1.493

2. Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences
Patricia Martínez-Álvarez, Isabel Cuevas, Natalia Sáez, Minhye Son
Teaching and Teacher Education vol: 152 first page: 104801 year: 2024
doi: 10.1016/j.tate.2024.104801

African Online Scientific Information Systems (Pty) Ltd t/a AOSIS
Reg No: 2002/002017/07
International Tel: +27 21 975 2602
5 Hafele Street, Durbanville, Cape Town, 7550, South Africa
publishing(AT)aosis.co.za replace (AT) with @

All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
Website design & content: ©2025 AOSIS (Pty) Ltd. All rights reserved. No unauthorised duplication allowed.
By continuing to use this website, you agree to our Privacy Policy, Terms of Use and Security Policy.

________

Subscribe to our newsletter

Get specific, domain-collection newsletters detailing the latest CPD courses, scholarly research and call-for-papers in your field.

South African Journal of Childhood Education | ISSN: 2223-7674 (PRINT) | ISSN: 2223-7682 (ONLINE)