Maryna Reyneke

North-West University | NWU · School of Language Education

The research reported on in this article examines the attitudes towards student linguistic diversity and multilingual pedagogies of 30 university lecturer participants enrolled for an accredited short course on multilingual pedagogies at a South African institution. The aim of the course is to support lecturers in helping students gain access to th...

This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field o...

De Beer and Gravett (2016: 46) sound the alarm that most first-year students who report for teacher training at tertiary institutions in South Africa emerge from an examination-driven system and are unable to engage with self-directed learning (SDL). This is disconcerting since students of the 21st century who enrol for university studies across th...

Based on the significant role played by the English language as an international tool for education, business, trade and commerce (Rao 2019:65), governmental policies on education in many parts of the world have prioritised the improvement of English language learning outcomes (Galaczi et al. 2018:5). This directly affects English language teacher...

In 2019 a South African university adapted its program for initial teacher training to substitute school-based workintegrated learning in the first year with a non-placement campus-based program called Professional Orientation Program (POP). This paper deals with the rationale, aims and conceptualization of the program. It furthermore shares data c...

Education systems of the 21st century face the challenge of reflecting the needs of an extremely dynamic global society. Of paramount importance is students’ aptitude for life-long learning; a quality that needs to be fostered and enhanced by sustainable assessment practices that focus on promoting learning instead of merely testing existing knowle...

Education systems of the 21st century face the challenge of reflecting the needs of an extremely dynamic global society. Of paramount importance is students’ aptitude for life-long learning; a quality that needs to be fostered and enhanced by sustainable assessment practices that focus on promoting learning instead of merely testing existing knowle...

South African learners perform poorly in national and international tests aimed at measuring literacy and numeracy skills. One of the reasons for their performance is a lack of critical academic language skills in English as the Language of Learning and Teaching (LOLT). This is noted against the background of previously disadvantaged parents’ high...

The problem with assessment in South African public schools persists. In 2008 thousands of candidates taking South Africa's first ever National Certificate Examination could not be resulted because of a failure to report school-based assessment (SBA) tasks. Only 62.5% of candidates prepared for the final external examination through a process of co...

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Thesis (MA (English))--PU for CHE, 1995. Includes bibliographical references (leaves 89-93)