Publications

Articles and book chapters record

  1. 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.  doi. Available here
  2. 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. doi. Available here
  3. Mpofu, N.2023. The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons. TESOL Journal, 1-20, doi. Available here
  4. 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.
  5. Alumbungu, MN &  Mpofu, N. 2023. Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools, Language and Education, 1-21, doi Available here
  6. 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. Available here
  7. 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. Available here.
  8. 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
  9. 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.  Reading, UK: Garnett Publishing. Available here
  10. 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 Available here
  11. Mpofu, N. 2021. English language teaching in teacher education: A personal epistemology account. International Journal of Language Studies, 15(3), 89-106. Available here
  12. 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
  13. 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  
  14. 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.  Available here  
  15. 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   
  16. 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.               
  17. 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. Available here 
  18. 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
  19. 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. 
  20. 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      
  21. 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 
  22. 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
  23. 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.
  24. 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.
  25. 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 
  26. 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
  27. 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
  28. 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.
  29. 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
  30. 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
  31. 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
  32. 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 
  33. 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
  34. 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.
  35. 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.

ACCEPTED ARTICLES AND CHAPTERS

Mpofu, N. & Maphalala M, C. (accepted). Exploring the experiences of South African content teachers integrating English Across the Curriculum, in International Perspectives on Teacher Development for Content and Language Integration, edited by R, Fielding & D J. Tedick. UK: Multilingual Matters, pp

ARTICLES AND CHAPTERS UNDER REVIEW

Mpofu, N. “Collaboration in content and language integration in multilingual settings: practices of South African language and content in-service teachers.”

Mpofu, N. “Why and how English Across the Curriculum works: voices from South African high school English Language Learners.”

Mpofu, N, “Language teaching in content subjects: post initial teacher education narratives of four South African beginner teachers.”

Rittman, H & Mpofu N. “Exploring teachers’ self-reported practices for fostering critical thinking skills in ESL high school settings.”

Shiindi, N & Mpofu, N. “Exploring classroom communication strategies employed by History teachers: a qualitative case study.”

Hamwama, E & Mpofu, N. “Comprehensible input that enhances creative writing skills for secondary school learners: a qualitative exploratory case study of Namibian ESL teachers’ practices.”

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. 2024. Inclusivity and diversity in multilingual and superdiverse English Language Education: lessons from South Africa. A keynote to be 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 

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

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.

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