Citations (19)
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Joseph Mandyata, Gift Masaiti, Edith Habwanda, Mary Kapamba, Sinonge Walubita, Joshua Zulu & Stephanie Simmons Zuilkowski. (2024) Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia. Language and Education 38:2, pages 251-268.
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Kristof Iipinge & Kate Huddlestone. (2023) English lingua franca as a language of learning and teaching in northern Namibia: A report on Oshiwambo teachers' experiences. Southern African Linguistics and Applied Language Studies 41:3, pages 280-297.
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Brenda Aromu Wawire, Xinya Liang & Benjamin Piper. (2023) The Mediating Role of Text Reading Fluency in Reading Comprehension in English and Kiswahili: Evidence from Multilingual Contexts in Kenya. Reading & Writing Quarterly 39:3, pages 173-191.
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Brenda Aromu Wawire & Stephanie Simmons Zuilkowski. (2021) The role of vocabulary and decoding language skills in reading comprehension: a cross-linguistic perspective. International Multilingual Research Journal 15:1, pages 23-42.
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Ellen Hurst-Harosh. (2020) “They Even Speak Tsotsitaal with Their Teachers at School”: The Use (and Abuse) of African Urban Youth Languages in Educational Contexts. Africa Education Review 17:1, pages 35-50.
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Brenda A. Wawire & Young-Suk G. Kim. (2018) Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer. Scientific Studies of Reading 22:6, pages 443-461.
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Susan Gwee & Vanithamani Saravanan. (2018) Use of code-switching in multilingual content subject and language classrooms. International Journal of Multilingualism 15:2, pages 117-134.
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Anthony A. Essien. (2018) The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa. African Journal of Research in Mathematics, Science and Technology Education 22:1, pages 48-59.
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Barbara Elaine Graham & Agatha J. van Ginkel. (2014) Assessing early grade reading: the value and limits of ‘words per minute’. Language, Culture and Curriculum 27:3, pages 244-259.
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Barbara Trudell & Benjamin Piper. (2014) Whatever the law says: language policy implementation and early-grade literacy achievement in Kenya. Current Issues in Language Planning 15:1, pages 4-21.
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Articles from other publishers (9)
Brenda Aromu Wawire, Adrienne Elissa Barnes-Story, Xinya Liang & Benjamin Piper. (2023) Supporting multilingual children at-risk of reading failure: impacts of a multilingual structured pedagogy literacy intervention in Kenya. Reading and Writing.
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Brenda Aromu Wawire. (2020) Promoting effective early grade reading: the case study of primary teachers’ preparation programmes in Kenya. The Curriculum Journal 32:2, pages 247-268.
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Benjamin Piper, Stephanie Simmons Zuilkowski, Dunston Kwayumba & Arbogast Oyanga. (2018) Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics. International Journal of Educational Development 59, pages 110-127.
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Clive HarberClive Harber. 2017. Schooling in Sub-Saharan Africa. Schooling in Sub-Saharan Africa
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Benjamin Piper, Stephanie S. Zuilkowski & Salome Ong’ele. (2016) Implementing Mother Tongue Instruction in the Real World: Results from a Medium-Scale Randomized Controlled Trial in Kenya. Comparative Education Review 60:4, pages 776-807.
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Benjamin Piper, Leila Schroeder & Barbara Trudell. (2015) Oral reading fluency and comprehension in Kenya: reading acquisition in a multilingual environment. Journal of Research in Reading 39:2, pages 133-152.
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Andrew Babson. (2014) Developing Possibilities for South African Youth. The ANNALS of the American Academy of Political and Social Science 652:1, pages 149-165.
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