Academic literature on the topic 'Tsonga language – South Africa'
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Journal articles on the topic "Tsonga language – South Africa"
Prinsloo, Danie J. "Electronic Dictionaries viewed from South Africa." HERMES - Journal of Language and Communication in Business 18, no. 34 (March 8, 2017): 11. http://dx.doi.org/10.7146/hjlcb.v18i34.25798.
Full textSuzman, Susan M. "Kay McCormick & R. Mestrie (eds.), Post-Apartheid South Africa. International Journal of the Sociology of Language 136. Berlin: Mouton de Gruyter, 1999." Language in Society 30, no. 2 (April 2001): 265–68. http://dx.doi.org/10.1017/s0047404501212056.
Full textChekero, Tamuka, and Shannon Morreira. "Mutualism Despite Ostensible Difference: HuShamwari, Kuhanyisana, and Conviviality Between Shona Zimbabweans and Tsonga South Africans in Giyani, South Africa." Africa Spectrum 55, no. 1 (April 2020): 33–49. http://dx.doi.org/10.1177/0002039720914311.
Full textBarnes, L. A. "Language in south Africa." Language Matters 34, no. 1 (January 2003): 91–94. http://dx.doi.org/10.1080/10228190308566197.
Full textKeiser, Steven Hartman. "Language in South Africa (review)." Language 83, no. 1 (2007): 223–24. http://dx.doi.org/10.1353/lan.2007.0024.
Full textMurphy, M. Lynne, and Vivian de Klerk. "Focus on South Africa." Language 73, no. 4 (December 1997): 879. http://dx.doi.org/10.2307/417346.
Full textde Klerk, Vivian, and Barbara Bosch. "English in South Africa." English World-Wide 14, no. 2 (January 1, 1993): 209–29. http://dx.doi.org/10.1075/eww.14.2.03dek.
Full textMakoni, Sinfree. "Gerontolinguistics in South Africa." International Journal of Applied Linguistics 7, no. 1 (June 1997): 57–65. http://dx.doi.org/10.1111/j.1473-4192.1997.tb00104.x.
Full textTuomi, S. K. "Speech-Language Pathology in South Africa." American Journal of Speech-Language Pathology 3, no. 2 (May 1994): 5–8. http://dx.doi.org/10.1044/1058-0360.0302.05.
Full textPeltzer, Karl. "Opinion on Aids Prevention and Education among Rural Secondary School Pupils in the Northern Province of South Africa." Psychological Reports 87, no. 2 (October 2000): 593–95. http://dx.doi.org/10.2466/pr0.2000.87.2.593.
Full textDissertations / Theses on the topic "Tsonga language – South Africa"
Malope, Nkhensani Lindiwe. "Yin'wana ya mitlhontlho eka theminoloji ya nawu wa vanhu : Hi ku kongomisa eka Xitsonga." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/955.
Full textMakondo, D. "The effects of language of instruction on the performance of the Tsonga (Shangani) speaking Grade seven pupils in Zimbabwe." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/880.
Full textThis research project was an endeavor to investigate the effects of the languages of instruction (English and Shona), to teach Tsonga (Shangani) speaking children in Chiredzi district of Zimbabwe. Because of the nature of the study, a mixed method design was used where both qualitative and quantitative methods were adopted to study the performance of the Tsonga (Shangani) minority language speaking learners in five purposively sampled schools. 222 learners participated in the study. The main aim of the study was to investigate the effect of the language instruction in teaching Tsonga (Shangani) speaking Grade Seven children in Environmental Science. In fact, the researcher was interested in finding out whether teaching learners in a foreign language was a bridge or barrier to learning. In this case, the research did not only look at the effect of using English for instructional purposes, but also investigated how other major or dominant indigenous languages which are used for instructional purposes affect the performance of minority language speaking children in Chiredzi district of Zimbabwe. Data for this study were collected using lesson observation, document analysis, the questionnaire and a knowledge test. In this case, fifteen lessons were observed. Fifteen Tsonga (Shangani) speaking Grade Seven learners per school were purposively selected and taught in Tsonga (Shangani) only and the other fifteen Shona speaking Grade Seven children per school were also purposively selected and taught the same topic in Shona, and a third group of fifteen Grade Seven learners per school, were randomly selected and taught in English only. A knowledge test was given to each group thereafter. Children from each language condition were allowed to answer questions in their home languages, except for the third group which was taught in English. This group answered the questions in English with the restricted use of Shona. Each of the test results from the knowledge tests were analysed using a One Way Anova of Variance (ANOVA) and conclusions drawn. The results from other data collection instruments were analysed using qualitative methods like narrative discussions of data. A sample of five learners per school had their exercise books analysed. Data were presented in tables. The results from the knowledge tests given showed a significant difference in the mean marks obtained from the three groups (the Shangani, Shona and English group). The result showed that language has a significant influence on the performance of learners since the p – value was 0.000. This implies that the performance of learners between the three groups is significantly different. On the basis of these observations, the Null hypothesis was rejected. The same picture was also shown in document analysis and in the questionnaires. Consequently,conclusions were drawn and recommendations made.
Nkhwashu, Delina. "The use of Xitsonga at the University of Limpopo Turfloop Campus : A sociolinguistics analysis." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/744.
Full textThis study examines the effectiveness and relevance of Xitsonga at the University of Limpopo, Turfloop Campus. The study argues that as one of the six (6) official languages of Limpopo Province, Xitsonga deserves to be treated with the respect that it deserves. Although Xitsonga enjoys some recognition and support nationally and on campus, the study has discovered that there are problems associated with negative attitudes among Xitsonga speakers as they feel that the use of the English language enables them to be part of a global world. Furthermore, a major stumbling block with regard to the use of Xitsonga at the University of Limpopo Turfloop Campus is that some of its speakers hold a negative attitude towards their language as they prefer the use of English language for academic purposes. This is one reason English is still dominant amongst the student community as it is viewed as the language of the corporate world. However, the study reveals that a large number of respondents now support the idea that Xitsonga should be used in all official communication. Finally, the study recommends the use of Xitsonga in social and educational settings. It also recommends the holding of workshops and cultural activities in order to further promote and revitalise the language and its people, thus widening the circle of its acceptance at the Turfloop Campus of the University of Limpopo and beyond.
the National Research Foundation
Mdumela, Tsakani Amos. "A genre analysis of texts in Xitsonga." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49715.
Full textENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language, literacy and communication has revealed a number of essential areas of research in African languages that urgently need to be addressed if this curriculum for African Languages is to be successfully implemented with the necessary theoretical basis as support. This dissertation addresses one such research issue, the genre-based approach to Xitsonga texts within the broad field of language and literacy. This study wil] first explore different models of writing approaches that relate to the analytic approach to genre literacy, including the traditional progressivist approach, the Bereiter and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that Grabe and Kaplan's model is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom, for what purpose, why, when and how? The use of the ethnography of writing in the analysis of texts according to Grabe and Kaplan's model also explores factors such as the communicative purpose, the culture and the community in which the text is produced. This is investigated through the text-linguistic analysis of the nine Xitsonga written speeches where the speech genre has an identifiable format including an introduction, middle and ending. This study also explores the relationship between the ethnography of writing, the Grabe and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and 9 and their related assessment standards. Attention is given to prescribed texts and the taxonomy of academic writing skills, knowledge bases and processes, using some of the nine Xitsonga written speeches for illustrative purposes. This study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts within the framework of Curriculum 2005 in the teaching of language. This study further focuses on the teaching of Xitsonga as a language subject within a multilingual education system. It is argued that in order to develop Xitsonga terminology for teaching content subjects, resources must be put in place, both materially and financially. It will be argued that Xitsonga should be taught as a language subject and . used as a medium of instruction in content subjects in conjunction with English across the curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills acquired in the teaching of writing of Xitsonga as a language subject in their learning across the curriculum.
AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale, geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van Xitsonga tekste binne die bree veld van taal en geletterdheid. Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot. Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan se model effektief ingespan kan word in die analise van tekste binne die raamwerk van kurrikulum 2005 in die onderrig van taal. Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n taalvak in hulle leer oar die kurrikulum.
Sibuyi, Eliot Masezi. "The analysis of the impact of nonverbal communication Xitsonga discourse." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/733.
Full textXitsonga is one of the eleven official languages in South Africa. It is spoken mainly in three provinces, Gauteng, Limpopo and Mpumalanga, while English is a global language. Whenever two languages meet, challenges are evident in terms of communication. The study aim to analyse the impact of nonverbal communication in both English and Xitsonga cultures. Nonverbal communication accounts for 60 to 70 per cent of what people communicate. Furthermore, the study deals with the role of nonverbal communication as it shapes the perceptions of both the receivers and communicators’ personality. Categories of nonverbal communication have been investigated by exploring different intercultural dimensions which include nonverbal immediacy and non-immediacy behaviours, power, authority and status, power distance, responsiveness, high-context and low-context communication, individualistic or collectivistic cultures. In addition, the study explores facial expressions which, among others, include expression of emotions; the types of emotions; paralanguage; and factors that influence facial expressions; cultural display rules, eye contact and gaze. Also, the study gives attention to Facial paralanguage and facial reflexes. It has been discovered in the study that although English and Xitsonga cultures are related in some nonverbal communication aspects, there are other aspects that are culturally bound. The latter aspects require a serious scrutiny lest miscommunication and misinterpretation occur. In other words, culture cannot be taken for granted when it comes to nonverbal communication cues. Cultural display rules dictate responsiveness, attitudes, and perspectives of communicators’ perceptions.
Mkhari, B. E. "Nkanelo wa nkoka wa swiyila eka vutomi bya vaTsonga." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1689.
Full textBila, T. J. "Nkanelo wa matekanelo ya ndhavuko wa vaTsonga." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1445.
Full textShilubane, Paul Xilavi. "The ethnobotany of the Tsonga-Shangana in selected areas of Bushbuckridge in the Bohlabela District of the Limpopo Province." Thesis, University of Limpopo, 2008. http://hdl.handle.net/10386/2397.
Full textIn this study, the multidisciplinary epistemology of ethnobotany is reviewed within the wider context of ethnoecology and indigenous knowledge systems. The major problems derived from this theoretical framework cover aspects of the relationship between cultural groups and their natural environment - particularly the botanical component of the latter. Problems and critical questions about this relationship were investigated in selected areas of the Bushbuckridge district, which are inhabited by a number ofTsonga-Shangana communities. Salient aspects of the natural habitat in the study area are discussed with special reference to the vegetation, climate and soil types. A proper understanding of the culturally-based exploitation of plant resources necessitates a sound knowledge of the culture concerned, including relevan t aspects of its value-system and cosmology. In this review, emphasis is placed on those aspects of culture that are directly concerned with the utilisation of plant resources. The latter include a wide range of economic, technological and medicinal uses. Specimens of 200 plants were collected and identified by the University of Limpopo Herbarium. The uses of every species are described. Systematised tables of plant uses are presented, as well as comparative lists in which selected uses are compared to those of other cultures in which the same species are used. The effects of plant utilisation, as well as indigenous forms of resource management, are also discussed. Recommendations are made on how to counter the process of environmental degradation which is caused by over-exploitation .
Swanepoel, Crizelle. "The establishment of implicit personality perspectives among Tsonga-speaking people in South Africa / Crizelle Swanepoel." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1194.
Full textThesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
Nukeri, Elminah Reginah. "Nkanelo wa yin'wana ya mindhavuko ya ririmi ra Vatsonga - Machangana hi ku kongomisa eka swakunwa swa ndhavuko." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1135.
Full textNdzi ba mandla ndzi vuyelela eka wena Dokodela N.E. Nxumalo, muleteriwa mina eka dyondzo leyi. A wu ndzi helelanga mbilu hambiloko swi pfa swi gonya swiganga.A wu ndzi tiyisa nhlana hi masiku hinkwawo.Ndzi ri khanimambo Ndwandwe! Ndzi khensa Xikwembu Tatana wa hina loyi a nga yena a ndzi tumbuluxeke, a tlhela a ndzi nyika vutomi ni vutlhari byo humelerisa xitsalwana lexi hi mfanelo. Ndzi ngava ndzi endla xihoxo loko ndzo rivala wena nkatanga, Cakes Colbert Nukeri ku va u ndzi seketerile no ndzi komba rirhandzu eka ntirho lowu. Hambi leswi a ndzi pfa ndzi ku siya na vana, a wu ndzi helelanga mbilu. Vavanuna vo fana na wena va hlayiwa hi tintiho eka leyi misava. Xikwembu a xi ku katekise Gunela.Eka vana va mina Vialli, Sakhile naTalita, ndzi khensa nseketelo lowu mi ndzi kombeke wona. A mi pfa mi pfumala rirhandzu ra manana loko ndza ha yile ku ya handza vutivi.Ndza khensa vana va mina ku tiyisela ka n’wina. Eka vatswari va mina Tatana Samson na nghamu Selina N’wa-Malesa Ngoveni, ndzi pfumala marito yo khensa eka rirhandzu leri mi ndzi kombeke rona. Vamakwerhu Xitlhangoma, N’wa-Khada, Calvin, Charles na Mcgyver, ndzi khensa nseketelo wa n’wina vana va mhani. Na n’wina kokwana Midjadji, kokwana N’wa-Mongwe, kokwana N’wa-Hlabathi,kokwana N’wa-Juliyazi,Mhani Mphephu, Hahani N`wa Xitlhangoma na kokwani N`wa-Jakobo,ndzi ba mandla ndzi vuyelela. A mi nga karhalin loko ndzi tshama ndzi ri karhi ndzi mi vutisela swivutiso. Hosi a yi mi endle hi tintswalo. A ndzi mi rivalangi na n’wina mhaninkulu N’wa-July Mabunda na Sesi Ednah Mhinga. Mi ndzi khatsisile ndzima leyi. Ndzi ri kudya hi ku engeta. Ndzi hetelela hi ku khensa makwerhu Florence Motupa na Mixo Nkuna lava va nga vathayipi
Books on the topic "Tsonga language – South Africa"
Plessis, Theo Du, Lut Teck, and Pol Cuvelier. Multilingualism, education and social integration: Belgium, Europe, South Africa, Southern Africa. Pretoria: Van Schaik, 2003.
Find full textPreez, Esmé Du. Language atlas of South Africa: A theoretical introduction. Pretoria: Human Sciences Research Council, 1987.
Find full textKathleen, Benson, and Neibert Alissa ill, eds. Count your way through South Africa. Minneapolis: Millbrook Press, 2007.
Find full textShabangu, Thos M. Isihlathululimezwi: An English-South Ndebele dictionary. Cape Town: Maskew Miller Longman, 1989.
Find full textRepresenting Bushmen: South Africa and the origin of language. Rochester, NY: University of Rochester Press, 2009.
Find full textJenkins, Elwyn. South Africa in English-language children's literature, 1814-1912. Jefferson, N.C: McFarland, 2002.
Find full textBrock-Utne, Birgit. Language policies and practices in Tanzania and South Africa: Problems and challenges. Dar es Salaam, Tanzania: HakiElimu, 2005.
Find full textLevinsohn, James Alan. Globalization and the returns to speaking English in South Africa. Cambridge, MA: National Bureau of Economic Research, 2004.
Find full textChristine, Anthonissen, ed. Communicating across cultures in South Africa: Toward a critical language awareness. Johannesburg: Hodder & Stoughton, 1995.
Find full textBarnett, Clive. Language, media and the politics of representation in South Africa. Reading: Department of Geography, University of Reading, 1998.
Find full textBook chapters on the topic "Tsonga language – South Africa"
Dangbégnon, Ophélie. "South African Language History." In The Education Systems of Africa, 1–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_27-1.
Full textDangbégnon, Ophélie. "South African Language History." In The Education Systems of Africa, 585–602. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_27.
Full textWebb, Victor. "Language attitudes in South Africa." In Thirty Years of Linguistic Evolution, 429. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.61.34web.
Full textSmit, Ute. "Language Policy and Education in South Africa." In Encyclopedia of Language and Education, 169–78. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4538-1_16.
Full textKamwangamalu, Nkonko M. "Second/Foreign Language Learning in South Africa." In Second and Foreign Language Education, 237–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_20.
Full textKamwangamalu, Nkonko M. "Second/Foreign Language Learning in South Africa." In Second and Foreign Language Education, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_20-1.
Full textCoetzee-Van Rooy, Susan. "Motivation and Multilingualism in South Africa." In The Palgrave Handbook of Motivation for Language Learning, 471–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_23.
Full textAntia, Bassey E. "Language policy and terminology in South Africa." In Handbook of Terminology, 467–88. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/hot.1.23lan1.
Full textAntia, Bassey E. "Language policy and terminology in South Africa." In Handbook of Terminology, 467–88. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/hot.1.lan1.
Full textWebb, Victor. "English and Language Planning for South Africa." In Varieties of English Around the World, 175. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/veaw.g15.12web.
Full textConference papers on the topic "Tsonga language – South Africa"
Bangerter, Endre, Stephan Krenn, Martial Seifriz, and Ulrich Ultes-Nitsche. "cPLC — A cryptographic programming language and compiler." In 2011 Information Security for South Africa (ISSA). IEEE, 2011. http://dx.doi.org/10.1109/issa.2011.6027533.
Full textDuvenhage, Bernardt, Mfundo Ntini, and Phala Ramonyai. "Improved text language identification for the South African languages." In 2017 Pattern Recognition Association of South Africa and Robotics and Mechatronics (PRASA-RobMech). IEEE, 2017. http://dx.doi.org/10.1109/robomech.2017.8261150.
Full textMfeka, Hlengiwe, and Tracey Butchart. "USING GAME-BASED LEARNING TO IMPROVE SECOND LANGUAGE ENGLISH SKILLS IN SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2205.
Full textSefara, Tshephisho Joseph, Madimetja Jonas Manamela, and Promise Tshepiso Malatji. "Text-based language identification for some of the under-resourced languages of South Africa." In 2016 International Conference on Advances in Computing and Communication Engineering (ICACCE). IEEE, 2016. http://dx.doi.org/10.1109/icacce.2016.8073765.
Full textNugraha, Sidik Indra. "The Language-in-Education Policy in South Africa: A gap between policy and efficacy." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.121.
Full textNugraha, Sidik Indra. "The Language-in-Education Policy in South Africa: A gap between policy and efficacy." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.214.
Full textNugraha, Sidik Indra. "The Language-in-Education Policy in South Africa: A gap between policy and efficacy." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.321.
Full textGiwa, Oluwapelumi, and Marelie H. Davel. "Text-based language identification of multilingual names." In 2015 Pattern Recognition Association of South Africa and Robotics and Mechatronics International Conference (PRASA-RobMech). IEEE, 2015. http://dx.doi.org/10.1109/robomech.2015.7359517.
Full textGiwa, Oluwapelumi, and Marelie H. Davel. "The effect of language identification accuracy on speech recognition accuracy of proper names." In 2017 Pattern Recognition Association of South Africa and Robotics and Mechatronics (PRASA-RobMech). IEEE, 2017. http://dx.doi.org/10.1109/robomech.2017.8261145.
Full textMangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
Full textReports on the topic "Tsonga language – South Africa"
Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7218.
Full textCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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