Nhlanhla Mpofu
Biographic Data
| ID | 4279995 |
|---|---|
| NAME | Nhlanhla Mpofu |
| GIVEN NAMES | Nhlanhla |
| FAMILY NAME | Mpofu |
| SIGNATURE | MPOFU N |
| AFFILIATIONS | Stellenbosch University |
| ORCID | 0000-0002-1743-6164 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Challenging the Monolith
This study explored the ambivalence of final‐year TESOL pre‐service teachers towards a non‐native‐speaking (NNS) lecturer within a historically white South African university. The research involved twelve student teachers being prepared to teach English as either a home language or a first additional language to high school learners in the Bachelor of Education programme. A significant factor was that this NNS English lecturer was the participant…
Exploring pedagogical translanguaging strategies in ESL primary classrooms
This study examined how Grade 4 ESL teachers in Namibian primary schools employ translanguaging strategies to enhance reading comprehension among multilingual learners. Grounded in translanguaging theory, schema theory, and reflective practice, the research highlights the intentional integration of learners’ mother tongues (e.g. Oshindonga) with English to scaffold understanding, foster metalinguistic awareness, and affirm linguistic identities. …
Embracing superdiversity and multilingualism in English as a medium of instruction in STEM classrooms
The global expansion of English as a Medium of Instruction (EMI) in STEM education creates significant pedagogical challenges when implemented in linguistically superdiverse classrooms of the Global South. This participatory action research addresses the critical gap between EMI policy and practice by co-developing responsive pedagogical strategies with six STEM teachers in a South African township school, a context where English Across the Curri…
Fostering self‐directed learning in blended learning environments
Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self‐motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self‐directed learnin…
Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools
Many studies addressing methods to improve reading comprehension in English Language Learners (ELLs) primarily focus on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples. Unfortunately, ESL teachers in global South regions like Namibia have often been overlooked in this research. This study aims to bridge this gap by examining the self-developed strategies employed by Grade 7 ESL teachers to enhance reading comprehension in …
Exploring teachers’ self-reported practices for fostering critical thinking skills in ESL multilingual high school settings
The study explores the pedagogical practices used by Grade 11 English as a Second Language (ESL) teachers in Namibia to promote critical thinking (CT) skills. In the context of ESL teaching, CT refers to the cognitive skills and abilities that students need to develop to think deeply, analyze information, and make well-reasoned judgments. There is recognized interconnectedness between ESL learning and the development of CT abilities, which are es…
Exploring Fulbright Foreign Language Teaching Assistants' pedagogical growth in United States universities
The Journal for Transdisciplinary Research (TD) is a journal dedicated to promoting the concept of transdisciplinary research. It is aimed at creating knowledge with the collaboration of the formal sectors of the natural and human sciences as base. Over and above this, the intention is to focus on levels of knowledge that are to be found at grassroots level. It is important to explore this knowledge because it becomes the groundwork for further k…
What counts as disciplinary literacy instructional approaches in teacher education
Drawing on the literature, this article examines approaches for developing disciplinary literacy in teacher education. Findings from different researchers indicate that most university entrants are underprepared for the academic literacy required to thrive in this system. While the focus of such research is critical, the generic approach that most researchers have taken in this area is largely questioned. Building on this dissatisfaction, there i…
The innovative use of social media for teaching English as a second language
The need to improve English proficiency and inclusion of social media in language teaching have resulted in teachers having to develop new teaching strategies incorporating digital tools. In South Africa, English teachers in township settings have to develop teaching strategies suitable for teaching English using social media platforms, especially in resource-constrained secondary schools. From literature and education policies, teaching of digit…
A comprehensive model for assessing student teachers' professional competence through an integrated curriculum approach
The purpose of this concept study was to propose a comprehensive model for assessing student teachers' competences in teaching practice. The study answered the following question: How can student teachers be holistically assessed for teaching practice using a comprehensive model? Teaching practice is a crucial component of initial teacher education (ITE) preparation programmes. However, while teaching practice is one of the most widely studied ar…
Exploring Fulbright Foreign Language Teaching Assistants' pedagogical growth in United States universities
The Journal for Transdisciplinary Research (TD) is a journal dedicated to promoting the concept of transdisciplinary research. It is aimed at creating knowledge with the collaboration of the formal sectors of the natural and human sciences as base. Over and above this, the intention is to focus on levels of knowledge that are to be found at grassroots level. It is important to explore this knowledge because it becomes the groundwork for further k…
A comprehensive model for assessing student teachers' professional competence through an integrated curriculum approach
The purpose of this concept study was to propose a comprehensive model for assessing student teachers' competences in teaching practice. The study answered the following question: How can student teachers be holistically assessed for teaching practice using a comprehensive model? Teaching practice is a crucial component of initial teacher education (ITE) preparation programmes. However, while teaching practice is one of the most widely studied ar…
What counts as disciplinary literacy instructional approaches in teacher education
Drawing on the literature, this article examines approaches for developing disciplinary literacy in teacher education. Findings from different researchers indicate that most university entrants are underprepared for the academic literacy required to thrive in this system. While the focus of such research is critical, the generic approach that most researchers have taken in this area is largely questioned. Building on this dissatisfaction, there i…
The innovative use of social media for teaching English as a second language
The need to improve English proficiency and inclusion of social media in language teaching have resulted in teachers having to develop new teaching strategies incorporating digital tools. In South Africa, English teachers in township settings have to develop teaching strategies suitable for teaching English using social media platforms, especially in resource-constrained secondary schools. From literature and education policies, teaching of digit…
Exploring teachers’ self-reported practices for fostering critical thinking skills in ESL multilingual high school settings
The study explores the pedagogical practices used by Grade 11 English as a Second Language (ESL) teachers in Namibia to promote critical thinking (CT) skills. In the context of ESL teaching, CT refers to the cognitive skills and abilities that students need to develop to think deeply, analyze information, and make well-reasoned judgments. There is recognized interconnectedness between ESL learning and the development of CT abilities, which are es…
Exploring Fulbright Foreign Language Teaching Assistants' pedagogical growth in United States universities
The Journal for Transdisciplinary Research (TD) is a journal dedicated to promoting the concept of transdisciplinary research. It is aimed at creating knowledge with the collaboration of the formal sectors of the natural and human sciences as base. Over and above this, the intention is to focus on levels of knowledge that are to be found at grassroots level. It is important to explore this knowledge because it becomes the groundwork for further k…
Fostering self‐directed learning in blended learning environments
Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self‐motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self‐directed learnin…
Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools
Many studies addressing methods to improve reading comprehension in English Language Learners (ELLs) primarily focus on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples. Unfortunately, ESL teachers in global South regions like Namibia have often been overlooked in this research. This study aims to bridge this gap by examining the self-developed strategies employed by Grade 7 ESL teachers to enhance reading comprehension in …
Challenging the Monolith
This study explored the ambivalence of final‐year TESOL pre‐service teachers towards a non‐native‐speaking (NNS) lecturer within a historically white South African university. The research involved twelve student teachers being prepared to teach English as either a home language or a first additional language to high school learners in the Bachelor of Education programme. A significant factor was that this NNS English lecturer was the participant…
Exploring pedagogical translanguaging strategies in ESL primary classrooms
This study examined how Grade 4 ESL teachers in Namibian primary schools employ translanguaging strategies to enhance reading comprehension among multilingual learners. Grounded in translanguaging theory, schema theory, and reflective practice, the research highlights the intentional integration of learners’ mother tongues (e.g. Oshindonga) with English to scaffold understanding, foster metalinguistic awareness, and affirm linguistic identities. …
Embracing superdiversity and multilingualism in English as a medium of instruction in STEM classrooms
The global expansion of English as a Medium of Instruction (EMI) in STEM education creates significant pedagogical challenges when implemented in linguistically superdiverse classrooms of the Global South. This participatory action research addresses the critical gap between EMI policy and practice by co-developing responsive pedagogical strategies with six STEM teachers in a South African township school, a context where English Across the Curri…
Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Sociology (4 works) · EFL/ESL Teaching and Learning (3 works) · Literacy (3 works) · Medicine (3 works) · Multilingual Education and Policy (3 works) · Political science (3 works) · Second Language Learning and Teaching (3 works)