Articles and book chapters record
Mpofu, N. (2026). Work-Integrated Learning as a catalyst for reflective practice among South African final-year pre-service teachers. Reflective Practice, 0(0), 1-17. https://doi.org/10.1080/14623943.2026.2734435
Mpofu, N. (2026). A South African language teacher educator’s reflective journey through sociocultural theory and asset-based mediation. TESOL Quarterly 0(0), 1-15. https://doi.org/10.1002/tesq.70226
Mpofu, N. (forthcoming). Decolonising the universal design for learning in English-medium instruction contexts: A scoping review from Global South perspectives. In M. M. Moleko & M. C. Maphalala (Eds.), Universal design for learning approaches in mathematics education (pp. 121–140). Springer Nature. Link
Mpofu, N. & Xeketwana, S.A. (2026). Integrating decolonial language awareness in Social Science learning, does it work? Innovation in Language Learning and Teaching 0(0), 1-18. https://doi.org/10.1080/17501229.2026.2706631
Mpofu, N. (2026). Challenging the Monolith: Ambivalence, the Native-Speaker Ideal and Teacher Preparation in Multilingual South Africa. International Journal of Applied Linguistics, 0(0), 1-11. https://doi.org/10.1111/ijal.70289
Amakutuwa, H. N., Mpofu, N., & Simuja, C. (2026). Reforming CPD Practices for English Language Teachers in Namibia: The Role of Self-Directed Professional Learning. International Journal of Educational Reform, 1-17, 0(0). https://doi.org/10.1177/105678792614612
Mpofu, N., & Maphalala, M. C. (2026). Embracing superdiversity and multilingualism in English as a medium of instruction in STEM classrooms: a participatory action research. International Journal of Multilingualism, 1–17. https://doi.org/10.1080/14790718.2026.2641069
Mufori, S. N., Mpofu, N., & Simuja, C. (2025). Exploring pedagogical translanguaging strategies in ESL primary classrooms: Enhancing reading comprehension in multilingual learners. International Multilingual Research Journal, 1-17. https://doi.org/10.1080/19313152.2025.2585817
Mpofu, N. (2025). Language Teaching in Content Subjects: Post-initial teacher education narratives of South African beginner teachers. TESOL Journal 16(4) 1-13. https://doi.org/10.1002/tesj.70070
Mpofu, N. (2025). Building bridges: Content-teacher and language-teacher collaboration in South African high schools. Journal of Teaching and Education, 6 (3), 22-42. https://doi.org/10.30650/ajte.v6i2
Rittman, H & Mpofu N (2024 ). Exploring teachers’ self-reported practices for fostering critical thinking skills in ESL high school settings. Social Sciences & Humanities Open, 1-11. https://doi.org/10.1016/j.ssaho.2024.101156
Adigun, OT, Mpofu, N & Maphalala, MC. (2024). Fostering self-directed learning in blended learning environments: a constructivist
perspective in higher education, Higher Education Quarterly, 1-16. http://doi.org/10.1111/hequ.12572
Mpofu, N. & Maphalala M, C. (2024). Exploring the experiences of South African content teachers integrating English Across the Curriculum, in International Perspectives on Teacher Development for Content-Based Language Education, edited by R, Fielding & D J. Tedick. UK: Multilingual Matters, pp- 190-214
Maphalala, M.C., Mpofu, N., Adigun, O.T. (2024). The Dynamics of e-Assessment in South African Higher Education: Narratives for and Against Proctoring in Higher Education During Covid-19 and Beyond. In: Akinlolu, M., Makua, M., Ngubane, N. (eds) Online Teaching and Learning in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-031-56953-1_11
Mpofu N. 2024. Exploring Fulbright Foreign Language Teaching Assistants’ pedagogical growth in US universities. The Journal for Transdisciplinary Research in Southern Africa, 20(1), 1-11. https://doi.org/10.4102/td.v20i1.1392
Gabriel, N. & Mpofu, N., 2024. Learning activities used for reading literacy instruction in selected Namibian primary schools. South African Journal of Childhood Education 14(1), 1-14. https://doi.org/10.4102/sajce.v14i1.1393
Mpofu, N.2024. The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons. TESOL Journal, 1-20,https://doi.org/10.1002/tesj.748
Mpofu, N. 2023. A Continuing Professional Development Programme for TESOL Teachers in South African Secondary Schools. In: Cirocki, A., Farrelly, R., Buchanan, H. (eds) Continuing Professional Development of TESOL Practitioners. Springer Texts in Education. Springer, Cham, pp.77-100. https://doi.org/10.1007/978-3-031-42675-9_4. Available here.
Alumbungu, MN & Mpofu, N. 2023. Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools, Language and Education, 1-21, https://doi.org/10.1080/09500782.2023.2292597
Mavambe T & Mpofu, N. 2023. Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers. ELT Worldwide: Journal of English Language Teaching, 10 (2), 340-355. https://doi.org/10.26858/eltww.v10i2.51319
Maphalala, MC. & Mpofu, N. 2023. Experiences of South African academics moving from contact to emergency remote teaching: lessons for the future. International Journal of Innovative Technologies in Social Science. 4(40), 1-12. https://doi.org/10.31435/rsglobal_ijitss/30122023/8084.
Maphalala, MC, Ralarala, MK & Mpofu, N. 2022. Staffing South African Public Universities. In Review of Higher Education in South Africa: Twenty-five years into democracy (134-150). Council on Higher Education. Available here
Mpofu, N. and Maphalala, M.C. 2021. What counts as preparation practices for English Across the Curriculum (EAC) among South African student teachers? Proceedings of the British Association of Lecturers in English for Academic Purposes (BALEAP) conference. Reading, UK: Garnett Publishing. Available here
Mpofu, N., & Maphalala, M. C. 2021. Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools. Journal of Language and Education, 7(2), 189-203. https://doi.org/10.17323/jle.2021.11644
Mpofu, N. 2021. English language teaching in teacher education: A personal epistemology account. International Journal of Language Studies, 15(3), 89-106. Available here
Mpofu, N. and Maphalala, M.C. 2021. Teaching English for Academic Purposes in teacher education: example from South Africa, in Pedagogies in English for Academic Purpose: Teaching and Learning in International Contexts, edited by C. MacDiarmid and J. J MacDonald. UK: Bloomsbury Publishing: pp 78-96. Available here
Mpofu, N & Maphalala, M.C. 2021. English language skills for disciplinary purposes: what practices are used to prepare student teachers? South African Journal of Education 41(1): 1-9. Available here
Mpofu, N. & Maphalala, MC. 2020. What counts as disciplinary literacies instructional approaches in teacher education? The Journal for Transdisciplinary Research in Southern Africa, Vol 16 (1): 11-20. https://doi.org/10.4102/td.v16i1.728
Mpofu, N. and Maphalala, M.C. 2020. Pedagogical practices involved in integrating English language skills in subject-specific learning: a case of high school teachers. International Journal of Education and Practice, 8(4): 664-675. DOI: 10.18488/journal.61.2020.84.664.675. Available here
Maphalala, M. C. & Mpofu, N. 2020. Examining first-year students’ experience of being tutored: A South African case study. Issues in Educational Research, 30(3), 33-48. Available here.
Rwodzi, C, De Jager, L. Mpofu, N. 2020. The innovative use of social media for teaching English as a second language. The Journal for Transdisciplinary Research in Southern Africa, Vol 15 (2): 1-10. https://doi.org/10.4102/td.v16i1.702
Mpofu, N. 2019. Reflecting on ESL student teachers’ practice through critical incidents. Journal for Language Teaching, 53(1), 59-79. http://dx.doi.org/10.4314/jlt.v53i1.3. Available here
Maphalala, MC. & Mpofu N. 2019. Exploring the teachers’ experiences of implementing a high school curriculum: A South African view. Journal of Educational Studies, 17 (1):57-69. Available here.
Mpofu, N. & Maphalala, C. 2019. Giving homework, in ABC for Beginner Teachers Practical Guidelines for Novice Teachers, edited by R. Evans and P. Biccard. Pretoria: Juta and Company: 123–127. Available here
Maphalala, M.C. & Mpofu N. 2018. Exploring the teachers’ experiences of implementing a high school curriculum: A South African view. Journal of Educational Studies, 17(1):57-75. Available here
Mpofu, N. and De Jager, L. 2018. Exploring beginner teachers’ sources of knowledge for teaching Literature in ESL classrooms. English Teaching & Learning, 42 (1): 1-17. doi: https://doi.org/10.1007/s42321-018-0003-7. Available here
Mpofu, N. 2018. Dispositions for teaching children’s literature, in Introducing children’s literature: A guide for the South African classroom 1st Ed., edited by R. Evans and I. Joubert. Pretoria: Van Schaik: 223–237. Available here.
Maphalala, M.C. and Mpofu, N., 2018. Embedding values in the South African curriculum: By design or default? South African Journal of Education, 38(3): 1–11. doi: https://doi.org/10.15700/saje.v38n3a1437 Available here.
Maphalala, M.C. & Mpofu, N., 2018. Exploring the E-Learning Experiences of Academic Staff at a South African University. Progressio: South African Journal for Open and Distance Learning Practice, 40 (1): 109-125. DOI: https://doi.org/10.25159/0256-8853/4710 . Available here
Mpofu, N. & Maphalala, M.C., 2018. A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach, The Journal for Transdisciplinary Research in Southern Africa 14(2. doi: https://doi.org/10.4102/ td.v14i2.486 Available at: here
Maphalala, M.C. & Mpofu, N. 2017. Reflections on the supervision of postgraduate research: the students’ voices in an Open Distance Learning (ODL) context. Progressio: South African Journal for Open and Distance Learning Practice, 39 (1): 109-125. doi: https://doi.org/10.25159/0256-8853/2888. Available here
Maphalala, M. C., & Mpofu, N. 2017. Are we there yet? A literature study of the challenges of women academics in institutions of higher education. Gender and Behaviour, 15(2), 9216-9224. Available here.
Mpofu, N., 2017. What Can We Still Offer? Understanding Student Support in Distance Education Teacher Preparation Programs. Progressio: South African Journal for Open and Distance Learning Practice, 38 (2):33-46. DOI: https://doi.org/10.25159/0256-8853/1527. Available here
Mpofu, N. & Nthontho, M., 2017. Connecting the dots: Exploring teaching dispositions in the South African teacher curriculums. Gender and Behaviour (Southern Society for Education Special issue), 15(4), 10290–10303. Available here
Mpofu, N. and de Jager, L., 2017. Teaching from the heart: exploring beginner teachers’ attitudinal knowledge. Journal for Language Teaching, 51(1): 201–217. Available here
Mpofu, N. 2017. The use of mother tongue in second language learning: a focus on Grade 7 reading comprehension. Journal of Language Education and Research, 3(2): 190-214. Available here
Mpofu, N. 2017. The impact of teacher knowledge on Grade 4 reading comprehension. Journal of Language Learning, 6 (2): 17-30. Available here
Mpofu, N. 2017. Examining the teaching knowledge for ESL in-service teachers for English literature at primary schools. English Education Journal, 7 (3): 17-51. Available here.
Mpofu N and Maphalala, MC 2017. Fostering critical thinking in initial teacher education curriculums: a comprehensive literature review. Gender and Behaviour, 15 (2), 9342–9351. Available here
Mpofu, N. 2016. What can we still offer? Understanding student support in distance education teacher preparation programs. Progressio: South African Journal for Open and Distance Learning Practice, 38(2):33–46. DOI: https://doi.org/10.25159/0256-8853/1527. Available here
Mpofu, N. 2016. Teacher credibility in Adventist institutions of Higher Learning, in Adventism, society to sustainable development: Tackling tough societal issues in today’s Adventist generation, edited by M. Kanyane. Cape Town: Reach Publishers: 181–192. Available here.
Mpofu, N. 2015. Ethical dilemmas in Adventism and African literature: A narrative study, in The global ethics crisis: An Adventist response, edited by S. Vyhmeister. Nairobi, Kenya: The Regal Press Ltd: 128–137. Available here.
PUBLIC LECTURE RECORD
Mpofu, N. (2023, 27 March). Locating an asset-based approach as a catalyst for resilience in resource-constrained schools: narratives from secondary schools in Namibia, South Africa, and Zimbabwe. Universiteit Antwerpen, Antwerp, Belgium.
Mpofu, N. (2022, 22 February). The state of language education in Sub-Saharan Africa: narratives of resilience from resource-constrained schools in South Africa and Zimbabwe. Universiteit Antwerpen, Antwerp, Belgium
Mpofu, N. (2020, 06 February). Language and content learning in teacher preparation: the forgotten ideal, University of North Carolina-Wilmington, USA.
KEYNOTE AND PLENARY ADDRESS RECORD
Mpofu, N. Black academics in Second Language Teacher Education: the negotiated space. A dialogue/discussionto be presented at the TESOL 2025 International Convention & Expo, Long Beach, California USA, 18– 21 March 2025.
Mpofu, N. 2024. Inclusivity and diversity in multilingual and superdiverse English Language Education: lessons from South Africa. A keynote presented at the International Hybrid Conference on Diversity and Inclusivity in English Language Education, Tokyo, Japan, 11– 12 May 2024. Invite available here
Mpofu, N. 2023. Navigating the Linguistic Landscape: shaping the future of language education in multilingual, multicultural, and superdiverse education systems. A plenary presented at the South African Education Research Association (SAERA) Conference, Premier Hotel Regency Eastern London, 31 October- 03 November. Available here.
Mpofu, N. 2023. Character education values in language teaching: why and how. A keynote to be presented at the TEACH! Conference, Kingwood College, Grahamstown/Makhanda, 25 – Sunday 27 August 2023. Available here
Mpofu, N. 2019. Untitled. A keynote presented at the Thinking about African Psychologies: Implications for teaching and research Symposium. University of the Free State, 26 August 2019.
Mpofu, N. 2018. It’s not business as usual: teaching Literature to Generation Z. A keynote presentation at the Rhodes University Eastern Cape English Educators’ Association. Grahamstown, South Africa, 10 July 2018.
Mpofu, N. 2017. Flipping the foreign language classroom: Is it possible? A keynote presented at the Fulbright Foreign Languages Teachers Assistant (FLTA) Conference at the Marriot Marquis Hotel Washington, DC, 6–10 December.
CONFERENCE PROCEEDINGS RECORD
Mpofu, N. and Maphalala, M.C. 2021. What counts as preparation practices for English Across the Curriculum (EAC) among South African student teachers? Proceedings of the British Association of Lecturers in English for Academic Purposes (BALEAP) conference proceeding, edited by M. Evans; B Bond and A, Ding, 265- 272. Reading, UK: Garnett Publishing.
Rwodzi, C., Dejager, L.D. and Mpofu, N. 2019. The innovative use of social media for teaching English as a Second Language in South African resource-constrained secondary schools. WEI International Academic Conference Proceedings, Canada: Montreal, 28-30 October.
De Jager, L& Mpofu, N. 2015. Using technology to create interactive lessons in the English classroom. Proceeding from the 8th International Conference of Education, Research and Innovation at Seville, Spain, 18–20 November 2015.
PRINT AND ONLINE MEDIA ENGAGEMENT
Mpofu, N., & Xeketwana, S. (2026). Changing the history curriculum is not enough if English always dominates the classroom – South African study. The Conversation Africa.
Mufori, S. N., Mpofu, N., & Simuja, C. (2026). Why children learn English more easily with the help of their home language – Namibian study. The Conversation Africa, 22 July 2026.
Mavambe, T & Mpofu, N. (2024). Not all children read at the same pace – Namibia study shows how teachers can help those falling behind, The Conversation (Africa), 23 July 2024.
Mpofu, N. (2024). Clinging to monolingual education undermines SA’s rich linguistic diversity. Daily Maverick, 18 February 2024.
Alumbungu, M & Mpofu, N. (2024). Learning to read in another language is tough: how Namibian teachers can help kids. The Conversation (Africa), 24 January 2024.
Mpofu, N. (2023). History teaching in South Africa could be vastly improved – if language skills were added to the mix. The Conversation (Africa), 03 October 2023.
Maphalala, MC, Ralarala, M & Mpofu, N. (2023). South African universities must do more to tackle staffs’ race and gender imbalances, The Conversation (Africa), 04 July 2023.
Shiri, C & Mpofu N. (2022). The continuing professional development of language teachers in Africa, does it make a difference? Language Magazine, 22 December 2022.
Mpofu, N and Maphalala, MC. (2021). Teacher training needs a rethink to integrate language and subject learning. The Conversation (Africa), 07 July 2021.
Mpofu, N. (2020). Online and in the classroom, COVID-19 has put new demands on teachers, The Conversation (Africa), 04 October 2020.
Maphalala, MC and Mpofu, N. (2019).South Africa must up its game and produce more teachers. The Conversation (Africa), 13 November 2019.
Mpofu, N. (2019). What student teachers learn when putting theory into classroom practice? The Conversation (Africa), 26 August 2019.
Mpofu, N. and Maphalala, MC. (2019). Taking stock of postgraduate students in open and distance learning institutions, 18 February 2019.
Mpofu, N. and DeJager, L. (2018). Exploring beginner teachers’ sources of knowledge for teaching Literature in ESL classrooms. An abstract published in Research Bulletin on Post-School Education and Training Number 7. Department of Higher Education.
Mpofu, N. and DeJager, L. (2018). A shock to the system: how new teachers in Zimbabwe learn to do their jobs, 23 May 2018.
Mpofu, N. (2017). Distance learning: The five qualities student teachers need to succeed. The Conversation (Africa), 5 November 2017.
Mpofu, N. (2016). Exploring beginner teachers’ knowledge in the teaching of English literature (Unpublished PhD Thesis). Pretoria: University of Pretoria.
INTERVIEW WITH MEDIA HOUSES
Xeketwana, S. A., & Mpofu, N. (2026, August 25). Beyond the curriculum: Can SA decolonise education while English still dominates the classroom? [Radio interview]. In Afternoon Drive with John Maytham. Primedia Plus. Link to the interview
Mpofu, N. (2026, July 27). Interview on multilingual education and the role of indigenous languages in learning [Radio interview]. In K. Sachane (Host), The Meeting Point. SAfm.
SAfm – Late Night Conversation- Patricia Ntuli, 13 October 2020, Interview based The Conversation story, Online and in the classroom, COVID-19 has put new demands on teachers, 04 October 2020. Available here.
Power FM- Power Zone-Musa Mafelatshuma, 7 October 2020, interview-based The Conversation story, Online and in the classroom, COVID-19 has put new demands on teachers, 04 October 2020. Available here.
Classic FM, Classic Business — Michael Avery,20 November 2019. Interview on The Conversation story, South Africa must up its game and produce more teachers. Available here.
Ukhozi FM, Ezanamuhla, 19 November 2019. Interview on The Conversation story, South Africa must up its game and produce more teachers. Available here.
Classic FM, Classic Business — Michael Avery,18 September 2019. Interview on The Conversation story, What student teachers learn when putting theory into classroom practice? Available here.
