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Relevant bibliographies by topics / Language education in Lesotho

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Journal articles

Academic literature on the topic 'Language education in Lesotho'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Language education in Lesotho"

1

Makumane, Makhulu A., and Sandiso Ngcobo. "The socio-economic value of French language education in Lesotho: The learners’ voices." South African Journal of African Languages 38, no. 2 (2018): 167–75. http://dx.doi.org/10.1080/02572117.2018.1463705.

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Fandrych, Ingrid. "The importance of English communication skills in multilingual settings in Southern Africa." English Today 25, no. 3 (2009): 49–55. http://dx.doi.org/10.1017/s0266078409990277.

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ABSTRACTAn account of the need for appropriate language skills in a developing multilingual context.Language issues in Southern Africa have always been marked by political struggle. In South Africa, these were sometimes violent, as with, for example, the 1976 Soweto uprisings, in which protests over the medium of education were prominent. One of the priorities of the first democratically elected government of 1994 was to democratise the situation by making eleven languages official, in contrast to the two prior to that, namely Afrikaans and English. In other Southern African countries, languag

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3

Brutt-Griffler, Janina. "Class, Ethnicity, and Language Rights: An Analysis of British Colonial Policy in Lesotho and Sri Lanka and Some Implications for Language Policy." Journal of Language, Identity & Education 1, no. 3 (2002): 207–34. http://dx.doi.org/10.1207/s15327701jlie0103_3.

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4

Ralejoe, Malehlanye. "A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho." South African Journal of Education 41, no. 1 (2021): 1–12. http://dx.doi.org/10.15700/saje.v41n1a1746.

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The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a case study format was adopted. Eight participants (aged 16–23; 5 girls and 3 boys) participated in the study. Two focus groups were formed: one comprised 4 learners without visual impairment, and another 4 learners with visual impairment. Focus-group di

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Sebatane, E. Molapi. "Educational Assessment in Lesotho." Assessment in Education: Principles, Policy & Practice 5, no. 2 (1998): 255–69. http://dx.doi.org/10.1080/0969594980050207.

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Chere-Masopha, Julia, Tebello Tlali, Tankie Khalanyane, and Edith Sebatane. "The Role of Teacher Educators in Curriculum Reforms in Lesotho Schools." International Journal of Learning, Teaching and Educational Research 20, no. 6 (2021): 386–402. http://dx.doi.org/10.26803/ijlter.20.6.20.

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To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher e

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7

Masten, John T., and Donald W. Richard. "Adaptating American adult-education methods in lesotho." Journal of Technology Transfer 15, no. 3 (1990): 40–44. http://dx.doi.org/10.1007/bf02372413.

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Mateusi, C. M., J. T. Khoaeane, and M. N. Naong. "Challenges of Inclusive Education: Lesotho Case Study." International Journal of Educational Sciences 6, no. 2 (2014): 263–73. http://dx.doi.org/10.1080/09751122.2014.11890138.

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Mojalefa, Mamoeletsi Limakatso. "Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho." Business and Economic Research 11, no. 2 (2021): 319. http://dx.doi.org/10.5296/ber.v11i2.18550.

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Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack o

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Fru, Raymond N. "Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho." World Journal of Educational Research 2, no. 2 (2015): 182. http://dx.doi.org/10.22158/wjer.v2n2p182.

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<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary

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