Dialects such as Khelobedu are perpetually denied the chance to flourish and help promote the local culture and national identity through their use as a medium of instruction in the Foundation Phase classrooms of South Africa. As tools of communication, such dialects have the potential to be used as media of instruction in schools and contribute significantly to the development and education of learners who speak them.

This study aimed to examine the ESL students' perceptions and experience of academic writing with blended learning applications at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape. This study's aim was to come up with recommendations and interventions for improving the English academic writing skills of first-year students with blended learning applications and therefore the focus was on the students and their experiences. The study utilised a mixed-methods approach to obtain and analyse the data obtained from the study respondents.

The purpose of the study was to evaluate the practices of inclusive education at secondary schools in the rural contexts. The study followed a qualitative approach to evaluate the practices of inclusive education using the social realist perspective. A case study research design was used with an interpretive paradigm to evaluate the daily practices of inclusive education. The population in this study consists of the teachers, the