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BOOKS
Evans, R. & Biccard, P. (Eds.) 2018. Practical guidelines for novice teachers. Cape Town: Juta.
ABSTRACT: “The authors take the readers through the various critical aspects of teaching, giving practical advice based on their own classroom experiences. They tackle a wide range of aspects, including African perspectives on teaching, looking after your finances as a teacher, and dealing with sensitive curriculum topics.”
Evans, R, Joubert, I, Meier, C (Eds.) 2017. Introducing Children’s Literature – A Guide to the South African Classroom. Pretoria: Van Schaik.
ABSTRACT: “Much has been written about children’s literature as a genre, but very little material exists on how to use it in diverse South African classrooms where teachers prepare young learners in literacy skills“.
Evans, R. 2016. (Ed.) Communication, Culture and the Multilingual Classroom. 2nd. ed. Pretoria: Van Schaik.
ABSTRACT: “Equips the prospective teacher with the necessary communication skills to cope in increasingly diverse South African classrooms. Aimed at undergraduate education students at universities and universities of technology”.
Evans, R & Cleghorn, A. 2012. Complex Classroom Encounters – A South African Perspective. Rotterdam: Sense Publications.
[The eBook, with free previews of different chapters, is available from the Springer platform. Metrics on 27 January 2018 indicate 1 220 downloads].
ABSTRACT: “This book, rooted as it is in meticulous, long-term ethnographic classroom observations and multiple teacher interviews, shows that what is effective for … learning … is not by any means detachable from demographic, economic or political contexts“.
Van der Walt, C, Evans R & Kilfoil, W. 2009. Learn 2 Teach – Teaching English in a Multi-lingual Context. 4th ed. Pretoria: Van Schaik.
ABSTRACT: “The book offers guidance on the teaching and learning English as a first or additional language within the context of the multilingual South African classroom as set out in the national curriculum. Learn2Teach makes special reference to the Communicative Approach which supports the outcomes-based education philosophy. Many practical examples and teaching strategies are suggested.”
Evans, R, Gauton, R, Kaschula, R, Prinsloo, D, Ramagoshi, R & Taljard, E. 2007. Classroom Literacies – Understanding your Multilingual Classroom. [eBook] Pretoria: Van Schaik.
Click here for the Paperback edition.
ABSTRACT: “Both in and outside the classroom, a teacher always requires sound communication skills. In an instructional context, a clear and expressive voice is the primary mode of communication, and the teacher is most often the initiator of any written or spoken message. When the message is not conveyed effectively, misunderstandings, misconceptions and even situations of conflict often arise.”
BOOK CHAPTERS
Van der Walt, C. & Evans, R. 2017. Is English the lingua franca of South Africa? Chapter 15 (pages 186—198) in Jennifer Jenkins, Will Baker, Martin Dewey (Eds.) The Routledge Handbook of English as a Lingua Franca.
ABSTRACT: The Constitution of the Republic of South Africa declares 11 languages as official, granting 9 previously marginalised indigenous languages “parity of esteem” alongside English and Afrikaans. However, as far as international visitors and the majority of middle-class citizens are concerned, English is the lingua franca and the language of prestige in South Africa.
Evans, R. 2016. Portfolios: Developmental assessment for prospective Foundation Phase teachers — a reflective analysis. Chapter 2 in Joubert, JC (Ed.) Innovative Assessment Practices [ePDF], Pearson, Cape Town.
ABSTRACT: “Student teachers graduate from the haven of a campus to the chaos of a classroom where they are required to apply the theoretical foundations of their degree programme in practice. This transition often comes as a bit of a culture shock to beginner teachers, who may be overwhelmed by the demands of a daily class routine. My chapter describes the compilation of a portfolio as an innovative multi-dimensional assessment strategy. It served not only as a formative means by which students’ competence was judged, but also equipped these prospective teachers with skills and strategies for coping with this transition more effectively.”
Evans, R. 2015. Rapportering van ’n navorsingsprojek. Chapter 18 in Joubert, I, Hartell, C, Lombard, K (Eds.) Navorsing – ‘n Gids vir die Beginnernavorser, Van Schaik, Pretoria.
ABSTRACT: “Die boek behandel basiese inligting oor navorsing vir beginnernavorsers. Die boek kan ook gebruik word by die onderrig van navorsing.”
Evans, R. 2015. Theoretical Introduction to Language and Literacy Development. Chapter 1 in Joubert, I. (Ed.) Literacy in the Foundation Phase (2nd revised edition), Van Schaik, Pretoria.
ABSTRACT: “The book discusses the teaching of English as home language in Grades 1, 2 and 3 as described by the Curriculum and Assessment Policy Statement (CAPS) of 2011″
Rinelle Evans 