Postgraduate supervision record

Completed

PhD (English Language Teaching)

  1.  Christopher Rwodzi. Exploring teacher initiatives on digital literacy in English curriculum pedagogy.
  2. Bonga Ndaba. Multilingualism and superdiversity in second language teaching: how are student teachers in South African universities prepared for this reality?
  3. Sipho Dlamini.  Language teachers and CLIL in multilingual and superdiverse contexts: challenges and   opportunities
  4. Claire Shiri. Examining the continuing professional development for language teacher: the tale of two African countries.

MEd (English Language Teaching)

  1. Heinrich Heinz Rittmann Teacher’s pedagogical strategies for fostering critical thinking skills in English as a Second Language (ESL) classrooms. A case study of five ESL Namibian Secondary school teachers.
  2. Marta Ndakalako Alumbungu. Examining the ESL Grade 7 teachers’ self-developed practices for enhancing reading comprehension in selected multilingual rural Namibian primary schools.
  3. Tsitsi Mavambe. Exploring the strategies for teaching reading comprehension for non-readers in Senior Primary  Phase: A case study of Grade 5 ESL multilingual teachers.
  4. Lwazi Dube. An exploratory study of the development of Student Talking Time (STT) using differentiated instruction in Zimbabwean secondary classroom.
  5. Mongezi Sibanda. Experiences of content teachers implementing the English across the curriculum strategy in     STEAM subjects: an exploratory study.
  6. Layla Lamberts. Examining CLIL assessment strategies used by language and content teachers in selected South  African high schools.
  7. Faith Leah Thobejane. Second language acquisition among Grade 4 township learners.
  8. Eugenia Rhonda Mulundano. Assessment of Grade 9 English language performance in Zambia.
  9. Nelson Hlawe. English as an international language: internationalisation of the English Language curriculum in ESL contexts.
  10. Barbara Sibanda. The teaching of literature to enhance English second language learning: does it work?
  11. Samuel Mwenya. Teacher credibility as a co-relate of pupils output in English language at secondary schools.

CURRENT STUDENTS

PhD (English Language Teaching)

  1. PhD: Mary Ann Hood.  A content analysis of textbooks: investigating bias as a social prominence in Hong Kong primary school English textbooks.
  2. PhD:  Nepembe Victoria. Examining TPACK strategies of instructors in TVET colleges using digital technologies.
  3. PhD: Marta Ndakalako Alumbungu. Differentiated approaches to reading instructions in superdiverse and multilingual Namibian and Flanders primary school: a mixed method study.
  4. PhD: Tsitsi Mavambe. Pedagogical strategies for multilingual teachers to enhance reading among non-readers in primary schools: quasi-experimental study.
  5. PhD: Adolph Sekgobela. Content-based instruction pedagogies used for content education in South Africa and Flanders: A mixed-methods study.
  6. PhD: Heinrich Heinz Rittmann. Developing an ESL curriculum for pre-service teachers in Namibia: centring critical thinking.

MEd (English Language Teaching)

  1. Absalom Kambindji. Examining reading across the secondary school curriculum: lessons from the Namibian History teachers: A case study of Grade 5 ESL teachers.
  2. Rachel Shipandeni. Examining teachers’ personal practical knowledge about teaching reading literacy in English: a study of selected Namibian rural senior primary school teachers.
  3. Hilma NM Amakutuwa. Exploring self-directed continuous professional development for English Language teachers in selected Namibian secondary schools.
  4. Audrey Meyers. Exploring the pedagogical strategies used by Grade 8 Entrepreneurship teachers for reading instruction: a case study of the Namibian secondary school teachers.
  5. Selma Mufori: Examining the pedagogical translanguaging practices used by Namibian primary school teachers to enhance reading comprehension.
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