Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng schools: Teachers’ perspectives
Author:
Affiliation:
1. School of Psychosocial Education, Faculty of Education, North-West University, Potchefstroom, South Africa
2. Department of Inclusive Education, College of Education, University of South Africa, Pretoria, South Africa
Abstract
Publisher
Education Association of South Africa
Reference35 articles.
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