Vol. 44 No. 2 (2010) | Journal for Language Teaching

Published: 2011-11-09

Instructional and regulative discourse in language tutorials: An analysis of educators’ response to potentially offensive views

M Conradie

7-21

DOI:

10.4314/jlt.v44i2.71787

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Teaching and learning English as a Home Language in a predominantly non-native English classroom: A study from KwaZulu-Natal¹

J Moyo, AM Beukes, W van Rensburg

23-38

DOI:

10.4314/jlt.v44i2.71788

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Students’ Comprehension of the representation of African American Vernacular in Alice Walker’s The Color Purple

M Pretorius

40-50

DOI:

10.4314/jlt.v44i2.71789

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Eating soup with a fork – why the EFAL syllabus cannot promote learning across the curriculum

K Kaiser, M Reynecke, M Uys

52-67

DOI:

10.4314/jlt.v44i2.71790

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“Dwelling in fear of the scales forever”: Religious diction in Pro-Anorectic websites from a discourse-analytic perspective

G Ullyatt

69-86

DOI:

10.4314/jlt.v44i2.71791

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Vinkel en koljander? ‘n Diversiteitsperspektief op Afrikaanse en Nederlandse moedertaal-taalhandboeke

A Engelbrecht

88-104

DOI:

10.4314/jlt.v44i2.71792

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Examining bias in a test of academic literacy: Does the Test of Academic Literacy Levels (TALL) treat students from English and African language backgrounds differently?

F van der Slik, A Weideman

106-118

DOI:

10.4314/jlt.v44i2.71793

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Teaching social skills in the language classroom

E Venter

120-131

DOI:

10.4314/jlt.v44i2.71794

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Foundation Phase teachers: The ‘battle’ to teach reading

AJ Hugo

133-144

DOI:

10.4314/jlt.v44i2.71795

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Journal for Language Teaching
Journal / Journal for Language Teaching / Vol. 44 No. 2 (2010) / Articles

Articles

Instructional and regulative discourse in language tutorials: An analysis of educators’ response to potentially offensive views

DOI:

Teaching and learning English as a Home Language in a predominantly non-native English classroom: A study from KwaZulu-Natal¹

DOI:

Students’ Comprehension of the representation of African American Vernacular in Alice Walker’s The Color Purple

DOI:

Eating soup with a fork – why the EFAL syllabus cannot promote learning across the curriculum

DOI:

“Dwelling in fear of the scales forever”: Religious diction in Pro-Anorectic websites from a discourse-analytic perspective

DOI:

Vinkel en koljander? ‘n Diversiteitsperspektief op Afrikaanse en Nederlandse moedertaal-taalhandboeke

DOI:

Examining bias in a test of academic literacy: Does the Test of Academic Literacy Levels (TALL) treat students from English and African language backgrounds differently?

DOI:

Teaching social skills in the language classroom

DOI:

Foundation Phase teachers: The ‘battle’ to teach reading

DOI:

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