Rinelle Evans
Biographic Data
| ID | 4004281 |
|---|---|
| NAME | Rinelle Evans |
| GIVEN NAMES | Rinelle |
| FAMILY NAME | Evans |
| SIGNATURE | EVANS R |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0003-3892-3479 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English
The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands on the learners, they must also adjust to being taught in English after 3 years of mother tongue education. This qualitative case study was underpinned by Krashen’s theory of second-language acquisition which emphasises the importa…
A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory
Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdiscip…
Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: Examples from Quebec, Canada, and Gauteng, South Africa
Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds …
Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: Examples from Quebec, Canada, and Gauteng, South Africa
Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds …
Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: Examples from Quebec, Canada, and Gauteng, South Africa
Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds …
Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English
The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands on the learners, they must also adjust to being taught in English after 3 years of mother tongue education. This qualitative case study was underpinned by Krashen’s theory of second-language acquisition which emphasises the importa…
A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory
Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdiscip…
Curriculum (2 works) · Linguistics (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Second Language Learning and Teaching (2 works) · Applied linguistics (1 works) · Computer Science (1 works) · Education Systems and Policy (1 works) · Educator Training and Historical Pedagogy (1 works) · EFL/ESL Teaching and Learning (1 works)