Vol 16, No 1 (2026)

Browse Archives

  • Teaching and learning in the context of Mother Tongue-Based Bilingual Education, guest edited by Prof. Anthony Essien ( 0000-0002-0040-8773), Prof. Jabulani Sibanda ( 0000-0001-5328-5888) and Dr Ingrid Sapire ( 0009-0008-6378-8911). This collection contributes to the journal by addressing systemic challenges in early and primary education in South Africa. The persistent learning deficits—where many learners are years behind by Grade 6—highlight critical issues in language policy and pedagogy. Exploring how non-native language instruction affects learning outcomes directly supports the journal’s commitment to evidence-based research that informs inclusive, contextually relevant, and effective teaching practices in the South African context.

Original Research
Language of assessment matters: Early learning outcomes when preschool children are tested in isiXhosa mother tongue vs in English: The language of learning and teaching
Andrew Dawes, Linda Biersteker, Colin Tredoux
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South African Journal of Childhood Education | Vol 16, No 1 | a1814 | 09 January 2026

Original Research
Uncovering cultural regularities underpinning the pedagogy of learners with disabilities
David K. Kumador, Azwihangwisi E. Muthivhi
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South African Journal of Childhood Education | Vol 16, No 1 | a1716 | 13 January 2026