The impact of using monolingual pedagogies in South African classrooms on the academic performance and social inclusion of African learners who are learning through an additional language.

dc.contributor.author	Thato Shumba	en
dc.date.accessioned	2024-09-04T13:49:58Z
dc.date.available	2024-09-04T13:49:58Z
dc.date.issued	2022	en
dc.description.abstract	<p>Central Records Office ensures that records of the University are organised, searchable and easily retrieved in a systemic and defined manner in compliance with generally accepted recordkeeping principles thereby preserving the Universities institutional memory. Central Records Office is the central repository for all University records and it is of significance that records are made available to users and can be easily traced and tracked between the user and the office. The purpose of this document is:</p>	en
dc.identifier.uri	https://hdl.handle.net/20.500.12430/551247
dc.title	The impact of using monolingual pedagogies in South African classrooms on the academic performance and social inclusion of African learners who are learning through an additional language.	en
dc.type	Journal Article	en

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