E-Journal of Humanities, Arts and Social Sciences (EHASS) - ISSN 2720-7722

Adeoye, Moses Adeleke, Entika Fani Prastikawati, and Yusuff Olatunji Abimbowo. “Empowering Learning: Pedagogical Strategies for Advancing 21st Century Skills and Quality Education.” Journal of Nonformal Education 10, no. 1 (2024): 10–21.

Alzubi, Ali A, Mohd Nazim, and Jalal Ahamad. “Examining the Effect of a Collaborative Learning Intervention on EFL Students’ English Learning and Social Interaction.” Journal of Pedagogical Research 8, no. 2 (2024): 26–46.

Angreani, A Vivit. “Peningkatan Kemampuan Menulis Berita Dengan Menggunakan Audiovisual Pembelajaran Online Kelas Viii Smp Negeri 35 Makassar.” Klasikal: Journal Of Education, Language Teaching And Science 4, no. 2 (2022): 334–41.

Bandhu, Din, Abdullaeva Sayfutdinovna Barno, Eyhab Ali, Mohammed N Fenjan, Saif Hameed Hlail, and F Naderian. “Recycling of Agro-Industrial Waste by Fabricating Laminated Al-Metal Matrix Composites: A Numerical Simulation and Experimental Study.” International Journal on Interactive Design and Manufacturing (IJIDeM) 19, no. 4 (2025): 2355–66.

Christie, Pam, and Carolyn McKinney. “Decoloniality and” Model C” Schools: Ethos, Language and the Protests of 2016.” Education as Change 21, no. 3 (2017): 1–21.

Coetzer, Tanja, Candice Livingston, and Elna Barnard. “Eleven Grade 1 Teachers’ Understandings of Mathematical Language in a South African Context.” Reading & Writing-Journal of the Reading Association of South Africa 14, no. 1 (2023): 409.

Creswell, John W, and J David Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications, 2017.

Daher, Wajeeh. “Saturation in Qualitative Educational Technology Research.” Education Sciences 13, no. 2 (2023): 98.

Diko, Mlamli. “Archiving of Indigenous Languages with Specific Reference to IsiXhosa.” Mousaion 43, no. 3 (2025).

———. “Code-Switching as a Bilingual and Multilingual Linguistic Strategy in the Construction of Amathaf’entandabuzo.” Southern African Linguistics and Applied Language Studies 42, no. sup1 (December 6, 2024). https://doi.org/10.2989/16073614.2023.2237081.

Garden, Pearl Dean. “Vocabulary Instruction in the Early Grades.” Texas Association for Literacy Education Yearbook 9 (2022): 75–82.

Gunawardena, Maya, Penny Bishop, and Kithmini Aviruppola. “Personalized Learning: The Simple, the Complicated, the Complex and the Chaotic.” Teaching and Teacher Education 139 (2024): 104429.

Hendricks, Monica, and Simthembile Xeketwana. “Translanguaging for Learning in Selected English First Additional Language Secondary School Classrooms.” Reading & Writing – Journal of the Literacy Association of South Africa  15, no. 1 (2024): 502.

Kelty, Noel E, and Tomoko Wakabayashi. “Family Engagement in Schools: Parent, Educator, and Community Perspectives.” Sage Open 10, no. 4 (2020): 2158244020973024.

Kotze, Tanja, Marichen Van der Westhuizen, and Emma Barnard. “Teaching Strategies to Support IsiXhosa Learners Who Receive Education in a Second/Third Language.” South African Journal of Education 37, no. 3 (2017): 1–12.

Kumar, Tribhuwan, Venkanna Nukapangu, and Ahdi Hassan. “Effectiveness of Code-Switching in Language Classroom in India at Primary Level: A Case of L2 Teachers’ Perspectives.” Pegem Journal of Education and Instruction 11, no. 4 (2021): 379–85.

Lepheana, Jeremia. “Perceptions of Learners, Teachers and Parents on Integrating Isixhosa within Curricula and Pedagogies in Junior Secondary Schools in the Maluti District, Eastern Cape Province, South Africa.” Indilinga African Journal of Indigenous Knowledge Systems 20, no. 1 (2021): 111–23.

Madima, Shumani Eric, and Fulufhelo Oscar Makananise. “Parental Involvement in Children’s Learning of English Language in the Vhembe District, South Africa.” African Journal of Development Studies 11, no. 2 (2021).

Maguire, Moira, and Brid Delahunt. “Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars.” All Ireland Journal of Higher Education 9, no. 3 (2017).

Makhwathana, Rendani Mercy. “Inclusive Education: All Things Considered.” In Handbook of Research on Inclusive and Accessible Education, 345–58. IGI Global Scientific Publishing, 2024.

Malebese, Mots’ elisi L, Sechaba Mahlomaholo, and Moeketsi F Tlali. “A Socially Inclusive Teaching Strategy for Fourth Grade English (Second) Language Learners in a South African School.” South African Journal of Childhood Education 9, no. 1 (2019): 1–8.

Mataboge, Saltiel K C, and Vimbi P Mahlangu. “Exploring The Prevalence Of Racism In Former Model C Schools In South Africa: From A Social Justice Perspective.” Social Sciences and Education Research Review 11, no. 2 (2024): 115–23.

Mebert, Laura, Roy Barnes, Jacqueline Dalley, Leszek Gawarecki, Farnaz Ghazi-Nezami, Gregory Shafer, Jill Slater, and Erin Yezbick. “Fostering Student Engagement through a Real-World, Collaborative Project across Disciplines and Institutions.” Higher Education Pedagogies 5, no. 1 (2020): 30–51.

Munna, Afzal Sayed, and Md Abul Kalam. “Teaching and Learning Process to Enhance Teaching Effectiveness: A Literature Review.” International Journal of Humanities and Innovation (IJHI) 4, no. 1 (2021): 1–4.

Munyai, Anzanilufuno, and Moses Retselisitsoe Phooko. “Is English Becoming a Threat to the Existence of Indigenous Languages in Institutions of Higher Learning in South Africa?” De Jure Law Journal 54, no. 1 (2021): 298–327.

Ndwandwe, Ntokozo Dennis. “Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa.” Research in Social Sciences and Technology 8, no. 4 (2023): 237–56.

Ngcobo, Mtholeni N, and Lawrie A Barnes. “English in the South African Language‐in‐education Policy on Higher Education.” World Englishes 40, no. 1 (2021): 84–97.

Quan, Gertrude Mafoa, Rongedzayi Fambasayi, and Tasreeq Ferreira. “Transforming Education through Mother Tongue Language as a Language of Instruction in South Africa.” African Human Rights Law Journal 24, no. 1 (2024): 264–91.

Salie, Maimona, Mokgadi Moletsane, and Robert Kananga Mukuna. “Case Study of IsiXhosa-Speaking Foundation Phase Learners Who Experience Barriers to Learning in an English-Medium Disadvantaged Western Cape School.” South African Journal of Education 40, no. 2 (May 31, 2020): 1–9. https://doi.org/10.15700/saje.v40n2a1455.

Seabela, Marcia M, and Thobeka Ncanywa. “Code-Switching as a Pedagogical Practice for Senior Phase Teachers Teaching Content Subjects in OR-Tambo District.” African Journal of Teacher Education and Development 3, no. 1 (2024): 39.

Serajuddin, Mohammad. “Impact of Using Technology on English Language Teaching on Students’ Motivation and Engagement in Classrooms of Bangladesh.” Journal of Emerging Technologies and Innovative Research 10, no. 8 (2023).

Sibanda, Rockie, and Lina P. Tshehla. “From Mother Tongue to English: A Language Policy Shift at a Multilingual Township School in Gauteng.” South African Journal of Childhood Education 15, no. 1 (February 28, 2025). https://doi.org/10.4102/sajce.v15i1.1598.

Singh, Aman Deep, and K N Bhuyan. “Collaborative Teaching-Learning in Classroom Research-Based Setting and Its Impact.” In Proceedings of the 9th IAFOR International Conference on Education, 93–105, 2024.

Sürmeli, Þorsteinn Árnason, Guðrún Ragnarsdóttir, and Súsanna Margrét Gestsdóttir. “Leading the Dance. The Role of Teacher Collaboration and Collegiality during Sudden Disruptions.” Teaching and Teacher Education 139 (2024): 104453.

Turin, Tanvir C, Mohammad Raihan, and Nashit Chowdhury. “Paradigms of Approaches to Research.” Bangabandhu Sheikh Mujib Medical University Journal 17, no. 2 (2024): e73973–e73973.

Vygotsky, L.S.  Mind in Society: The Development of Higher Psychological Processes. Cambridge: Cambridge University Press, 1978.

Wang, Jia. “Friendship Group Activities: Voices from Chinese EFL Learners.” English Language Teaching 14, no. 1 (2021): 140–51.

Wibowo, Sigit, Muhammad Nur Wangid, and Fery Muhamad Firdaus. “The Relevance of Vygotsky’s Constructivism Learning Theory with the Differentiated Learning Primary Schools.” Journal of Education and Learning (EduLearn) 19, no. 1 (2025): 431–40.

Wu, Hong, Shan Bai, Yuanzhi Liao, and Chunhua Tan. “The Academic Performance and Upward Mobility of Students in Education Program.” Journal of World Englishes and Educational Practices 6, no. 1 (2024): 137–66.

Xeketwana, Simthembile, and Maureen Robinson. “The Teaching and Learning of IsiXhosa for Communicative Purposes in Teacher Education for the Foundation Phase.” Southern African Linguistics and Applied Language Studies, February 23, 2025, 1–16. https://doi.org/10.2989/16073614.2024.2357325.

Zeller, Jochen. “Language Use and Language Shift in Post-Apartheid South Africa.” English in Multilingual South Africa: The Linguistics of Contact and Change, 2020, 288.

Lwandile Ncam is a lecturer in the Intermediate Phase at SANTS, where he specialises in isiXhosa education and teacher training. He has over five years of lecturing experience, serving as a lead isiXhosa lecturer and coordinator, with responsibilities including module development, assessment design, and academic mentorship. Prior to this, he worked as an educator in the KwaZulu-Natal Department of Education, teaching isiXhosa and Creative Arts. Ncam holds a Bachelor of Education and an Honours degree, and has completed a Master of Education focusing on the teaching of isiXhosa as a First Additional Language. His interests include language education, curriculum development, and teacher professional development.

Dr. Lundi Nomlala is a lecturer in the Faculty of Education at Walter Sisulu University. He is teaching English-related modules such as English for Teachers and Communication Skills in English. He also teaches a research methodology module to 4th-year students. He is involved in Committees such as Faculty Research Ethics, Scholarship of teaching and learning, and Faculty Research and Innovation. Dr. Nomlala mentors emerging scholars on how to write winning manuscripts. He has successfully supervised 20 Honours and five Master’s students. His area of specialization is Language Education, Curriculum Studies, and Higher Education Studies.

Lwandile Ncam, and Nomlala, Lundi. “Strategies to teach IsiXhosa as a First Additional Language in former Model C schools in the Harry Gwala District of KwaZulu-Natal, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.4 (2026): 1152 – 1167. https://doi.org/10.38159/ehass.20267414