Teacher perceptions of Literacy Pedagogical practices on learner transition: The case of Grade 3- 4 EFAL in Oliver Reginald Tambo Inland District, Eastern Cape, South Africa
Mkuluili Lele
Issue: Vol. 7 No. 3 2026 Article 9 pp.329 – 343
DOI : https://doi.org/10.38159/jelt.2026739Published online 29th April 2026.
© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Keywords: transition, pedagogical, literacy, theory, instructional strategy
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Mkululi Lele is a lecturer in English Education in the Department of Adult and Education Foundations at Walter Sisulu University. He earned a Master of Education degree from this institution and is currently pursuing a Doctor of Education degree there. His research interests are situated at the intersection of language and education, with a particular emphasis on literacy development. He investigates the nuanced exploration of identities within the intermediate phase of education, delving into the intricacies of reading and writing pedagogies. Additionally, his work addresses the principles of inclusive education, aiming to foster equitable learning opportunities for all students. As an emerging scholar in this field, he has made significant contributions to academic discourse, as evidenced by his publications in a reputable international journal.
Lele, Mkululi. “Teacher Perceptions of Literacy Pedagogical practices on Learner Transition: The Case of Grade 3- 4 EFAL in Oliver Reginald Tambo Inland District, Eastern Cape, South Africa.” Journal of Education and Learning Technology 7, no.3 (2026): 329 – 343. https://doi.org/10.38159/jelt.2026739
© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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