List of our publications

  1. Makalela, L. (2018). Shifting lenses: multilanguaging, decolonization and education in the global South. Cape Town: CASAS.
  2. Makalela, L. (2018). Multilanguaging engagements in higher education: A case of an applied language postgraduate course. In Shifting lenses: multilanguaging, decolonization and education in the global South (pp. 119-136). Cape Town: CASAS.
  3. Maluleke, N and Makalela, L (2018). An inventory of text types for Xitsonga and English early grade readers: Implications for translanguaging and transtextual practices. In Shifting lenses: multilanguaging, decolonization and education in the global South (pp. 67-82). Cape Town: CASAS.
  4. Makalela, L (2018). Introduction (pp. 1-8). In Shifting lenses: multilanguaging, decolonization and education in the global South. Cape Town: CASAS.
  5. Makalela, L. (2018). Teaching African languages the ubuntu way: The effects of translanguaging among pre-service teachers in South Africa. In The multilingual edge of education (pp. 261-282). Palgrave Macmillan, London.
  6. Makalela, L. (2018). “Our academics are intellectually colonised”: Multi-languaging and Fees Must Fall. Southern African Linguistics and Applied Language Studies, 36(1), 1-11.
  7. Makalela, L. (2018). Community elders’ narrative accounts of ubuntu translanguaging: Learning and teaching in African education. International Review of Education, 64(6), 823-843.
  8. Makalela, L. (2018). Multilanguaging and infinite relations of dependency: re-theorizing reading literacy from ubuntu. In Theoretical Models and Processes of Literacy (pp. 501-512), New York: Routledge.
  9. Makalela, L. (2018). Imagining a thriving multilingual World 4th International Conference on language and literacy education 18-20 August 2017 Wits School of Education, Johannesburg, South Africa. Educational Research for Social Change, 7(1), 97-99.
  10. Mwaniki, M., van Reenen, D., & Makalela, L. (2018). Advanced language politics in South African higher education post# RhodesMustFall. Southern African Linguistics and Applied Language Studies, 36(1).
  11. Makalela, L.( 2017). Bilingual in South Africa: Reconnecting with Ubuntu translanguaging. Bilingual and Multilingual Education. pp. 297-309, New York- Springer.
  12. Makalela, L. (2016). Translanguaging practices in a South African Institute of Higher Learning: A Case of Ubuntu Multilingual Return.
  13. Makalela, L. (2015). Language policy and education in Southern Africa. Encyclopaedia of Language and Education. New York: Springer.
  14. Makalela, L. ( 2015). Using a transliteracy approach in reading development trajectories: towards a multilingual literacy model. In D Palfreyman and Van der Walt (eds). Academic biliteracies in higher education. Clevedon: Multilingual Matters.
  15. Makalela, L. ( 2015) (with Niyibizi, E and Mwepu D). Language in education policy shifts in an African country: colonial confusion and prospects for the future. In Makalela, L (ed). New Diections in language and literacy education for multilingual classrooms. Cape Town: CASAS.
  16. Makalela, L. (2015). Bilingual in South Africa: reconnecting with Ubuntu In Garcia, O and Lin A (Eds). Encyclopedia of bilingualism and bilingual education. New York: Springer.
  17. Makalela, L. ( 2015). A panoramic view of bilingual education in sub-Saharan Africa: Re-orienting the lens for the future. In W Wright, S Boun and O Gracia (Eds.), the Handbook of Bilingual and Multilingual Education. New York: Blackwell-Wiley
  18. Makalela, L. (2015). Black South African English and popular culture. Encyclopedia of Teaching English to Speakers of Other Languages. New York: Springer.
  19. Makalela, L. (2015). Translanguaging principles in L2 reading instruction: Implications for ESL pre-service teacher program: In T Farrell (ed.) In International Perspective on Second Language Teacher Education, New York: Pelgrave Macmillan.
  20. Coady, M., Lopez, M., Heffington, D., & Marichal, N. (2017). Preparing teacher-leaders for ELs in rural educational settings: Preliminary findings from Florida. Journal of Research in Rural Education.  Special topics issue on the diversity of rural educational leadership.
  21. Coady, M. R., Heffington, D., & Marichal, N. (2017). Shifting sands in Florida: Rural perspectives on immigration, education, and undocumented youth under the incoming Trump administration.  Berkley Review in Education.
  22. Murray, N. & Coady, M. (2017). The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study. The Asian EFL Journal.
  23. Coady, M. R. & Yilmaz, T. (2017).  Preparing teachers of ELs: Home-school partnerships. TESOL Encyclopedia of English Language Teaching. Wiley.
  24. Coady, M., Harper, C., & de Jong, E. (2016).  Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50(2), 340-368.  DOI: 10.1002/tesq.223