Nhlanhla Mpofu

(She/her)

13

Articles

1

Comment

Nhlanhla Mpofu is an experienced higher education researcher and leader based at the University of Notre Dame Australia, where she works in the Partnerships and Pathways division on academic enabling and support programs. Her international academic career includes visiting professorships in Belgium, the USA, and the UK. She mentors postgraduate students across four continents whose research focuses on equity, access, and support within English as a Medium of Instruction (EMI) contexts. Her expertise spans TESOL program leadership, literacy development, and multilingual pedagogy. She holds a PhD in Humanities Education from the University of Pretoria and is a former Fulbright Fellow at the University of Wisconsin-Madison, underscoring her strong international research profile.

Experience

  • 2026–present
    Associate professor, University of Notre Dame, Australia

Education

  • 2016 
    University of Pretoria, PhD, Humanities Education [English]

Publications

  • 2024
    Exploring Fulbright Foreign Language Teaching Assistants’ pedagogical growth in US universities, The Journal for Transdisciplinary Research in Southern Africa
  • 2024
    Learning activities used for reading literacy instruction in selected Namibian primary schools, South African Journal of Childhood Education
  • 2023
    The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons, TESOL Journal
  • 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
  • 2022
    Staffing South African Public Universities, Review of Higher Education in South Africa Twenty-five years into democracy
  • 2022
    Translanguaging reading assessment in multilingual classrooms: an exploratory case study of primary school teachers., Language Education
  • 2022
    Translanguaging practices in English reading comprehension: a case studies of expert primary school multilingual teachers, Journal of Multilingual Research
  • 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
  • 2021
    English language teaching in teacher education: A personal epistemology account. , International Journal of Language Studies
  • 2021
    English language skills for disciplinary purposes: what practices are used to prepare student teachers? , South African Journal of Education
  • 2020
    Examining first-year students’ experience of being tutored: A South African case study., Issues in Educational Research,
  • 2020
    What counts as disciplinary literacies instructional approaches in teacher education?, The Journal for Transdisciplinary Research in Southern
  • 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
  • 2019
    Reflecting on ESL student teachers’ practice through critical incidents, Journal for Language Teaching
  • 2018
    Embedding values in the South African curriculum: By design or default? , South African Journal of Education
  • 2018
    Exploring the teachers’ experiences of implementing a high school curriculum: A South African view, . Journal of Educational Studies
  • 2018
    Exploring beginner teachers’ sources of knowledge for teaching Literature in ESL classrooms. , English Teaching & Learning
  • 2018
    Exploring the E-Learning Experiences of Academic Staff at a South African University, Progressio: South African Journal for Open and Distance Learning Practice
  • 2018
    A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach, The Journal for Transdisciplinary Research in Southern Africa
  • 2017
    Fostering critical thinking in initial teacher education curriculums: A comprehensive literature review, Gender and Behaviour
  • 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
  • 2017
    Connecting the dots: Exploring teaching dispositions in the South African teacher curriculums, Gender and Behaviour
  • 2017
    Teaching from the heart: Exploring beginner teachers' attitudinal knowledge, Journal for Language Teaching
  • 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

Grants and Contracts

  • 2019
    The preparation and experiences of teachers using English as the Language of Learning and Teaching
    Role:
    Lead Researcher
    Funding Source:
    NRF

Professional Memberships

  • South African Young Academy of Science (SAYAS)
  • Southern African Linguistics and Applied Linguistics Society (SALALS)
  • South African Association for Language Teaching (SAALT)

Honours

Golden Key; Fulbright Alumna; SAYAS member

Contact Nhlanhla for

  • General
  • Media request
  • Speaking request
  • Consulting / Advising
  • Research collaboration
  • Research supervision