Prof MM Maja

Expertise

• Classroom interaction
• Curriculum development
• Pedagogy
• Teacher development
• Teaching English First Additional Language

Qualifications

• DED in Curriculum Studies
• Master of Education in Educational Leadership (Med)
• Baccalaureus Education with Specialization in Education Management (Bed)
• Higher Education Diploma (HED)
• Secondary Education Diploma (SED)
• Secondary Education Certificate (SEC)
• Primary Teacher’s Certificate (PTC)
• Revised National Curriculum Statement (RNCS) Certificate

Currently teaching

• PST402N
• CUDAAEE

Fields of academic interests

Research interest:

• Classroom interaction
• Teacher Development
• School nutrition pragramme

Field of Specialisation

• Teacher professional development
• Curriculum Studies

Books

Book Chapter(s):

Strategies used by UNISA student teachers in teaching English First Additional Language. Higher Education: New Approaches to Globalization, Digitalization, and Accreditation, ISBN 978-183968-700-6. DOI: 10.5772/intechopen.99662  

Journal articles

Margaret Malewaneng Maja, Katharine Naidu, Samson Letsoaka Tshabalala & Makwalete Malatji (2024) Exploring the experiences of teachers in integrating technology into teaching English in rural primary schools in South Africa. Journal of Education and Learning Technology (JELT), 5(10): 497-513. https://doi.org/10.38159/jelt.202451010 

Margaret Malewaneng Maja (2024). Perceptions and attitudes of rural Intermediate Phase learners of English as First Additional Language for communicative competence in Limpopo. Journal for Language Teaching, 58(2) 2024, 19 pages. https://doi.org/10.56285/jltVol58iss2a6204 

 
Maja, M. M, Nkuna, V. R., & Gcabashe, N. B. (2024). Intermediate phase English first additional language teachers’ use of technology in rural schools of Limpopo. International Journal of Educational Methodology, 10(4), 575-587. https://doi.org/10.12973/ijem.10.4.575 

M Motseke, MM Maja & S Meeran. (2024). Setting up classroom libraries in rural areas The case of Mogodumo circuit in Limpopo. 2024. South African Journal of Education, 44(1): 1-8. https://doi.org/10.15700/saje.v44n1a2315 

 Maja, M. (2023). Using ICT-based pedagogy to teach English First Additional Language during the COVID-19 pandemic: A rural case study. Teacher Education through Flexible Learning in Africa (TETFLE), 4. https://doi.org/10.35293/tetfle.v4i1.4185 

Margaret Malewaneng Maja & Elize du Plessis. (2023). Challenges faced by Intermediate Phase English First Additional Language teachers in establishing classroom libraries in Limpopo province. The Independent Journal of Teaching and Learning,18 (1), 167-180. https://hdl.handle.net/10520/ejc-jitl1-v18-n1-a11 

 
Maja, M. M. (2023). Teachers’ Perceptions of Integrating Technology in Rural Primary Schools to Enhance the Teaching of English First Additional Language. Journal of Curriculum Studies Research, 5(1), 95-112. https://doi.org/10.46303/jcsr.2023.8 

 
Margaret Malewaneng Maja and Masilonyana Motseke. 2022. The role of classroom libraries in promoting reading: A case of rural primary schools in the Limpopo Province. The International Journal of Literacies, 29(2), 1-12. https://doi.org/10.18848/2327-0136/CGP/v29i02/1-12 

 
Atukunda, J., & Maja, M. M. (2022). Computer practice module lecturers’ experiences of internal continuous assessment at technical vocational education and training colleges. International Journal of Educational Methodology, 8(1), 151-162. https://doi.org/10.12973/ijem.8.1.151 

Margaret Malewaneng Maja. 2019. Classroom Interaction Pedagogy in Teaching English First Additional Language to Enhance Learners’ Communicative Competence. Per Linguam, 35(1): 15-28. http://dx.doi.org/10.5785/35-1-861 

 
Masilonyana Motseke and Margaret Malewaneng Maja. 2019. Classroom Interaction: A Problem in Teaching English to Non-Native English Speakers. The International Journal of Literacies, 26(1): 49-56. https://doi.org/10.18848/2327-0136/CGP/v26i01/49-56 

 
Margaret Malewaneng Maja. 2019. Creating a Multimodal Learning Environment to Enhance Grade 5 Learners’ Communicative Competence in English First Additional Language. The International Journal of Pedagogy and Curriculum, 26(1): 27-41. https://doi.org/10.18848/2327-7963/CGP/v26i01/27-41

Paper presentations

2019

Maja MM. The use of cooperative learning in teaching English First Additional Language in the Intermediate Phase

• Reading a paper at the South African Education Research Association (SAERA) conference at Elangeni-Maharani Hotel, Durban, South Africa, 23 – 25 October 2019

Maja MM. The importance of classroom library to enhance reading competence in the Intermediate Phase

• Reading a paper at the 9th Teacher education and interdisciplinary research (TEIR) conference at Elephant Hills Resort, Victoria Falls, Zimbabwe, 07 – 09 October 2019

Maja MM. The Perceptions and Attitudes of Rural Intermediate Phase Learners in Learning English First Additional Language

• Reading a paper at the Twenty-sixth International Conference on Learning (The Learner) at Queen's University Belfast, UK, 24–26 July 2019

2018

Maja MM. The online social constructivism learning environments for E-portfolio development

• Reading a paper at the 6^th South African Education Research Association (SAERA) conference at Saint George Hotel, Pretoria, South Africa -22-24 October 2018

Maja MM. Mogodumo Circuit Intermediate Phase learners’ perceptions in learning English First Additional Language

• Reading a paper at the 1^st International Conference on Teaching and Learning Through Languages (CTLTL) at Skhukuza, Mpumalanga, South Africa – July 2018

Maja MM. Creating a Multimodal Learning Environment to Enhance Grade 5 Learners’ Communicative Competence in English First Additional Language

• Reading a paper at the 25^th International Conference on Learning (The Learner) at Athens in Greece – June 2018

2017

Maja MM. Classroom debate in teaching English First Additional Language learners in the Intermediate Phase

• Reading a paper at the 38th International Society for Teacher Education

Conference (ISfTE), 24-28 May 2017. Danish School of Education, University of Aarhus, Denmark.

• Maja MM. Using storytelling in teaching English First Additional Language to enhance learners’ communicative competence in the Intermediate Phase
• Reading the paper at the International 3rd CTPED, 14-15 April 2017. Forever Resort, Bela Bela, South Africa.

2016

Maja MM. D.Ed. titled, Classroom interaction in teaching English First Additional Language learners in the Intermediate Phase.

• Presenting a full study at the 36th International Society for Teacher Education Conference (ISfTE), 18 April 2016 at Skhukuza, Mpumalanga, South Africa.

2015

Maja MM D.Ed. titled: Classroom interaction in teaching English First Additional Language learners in the Intermediate Phase.

• Presenting the study in process D.Ed. study at the 1st Unisa Student Conference, 30^thJune 2015. Unisa, Pretoria.
• Presenting the study in process D.Ed study at Unisa Brown Bag Seminar, 16^thSeptember 2015. Unisa, Pretoria.
• Presenting the study in process D.Ed. study at the Southern African Society for Educators Conference (SASE), 8 October 2015. Zebula Lodge, BelaBela

Professional positions, fellowships & awards

Positions

• Departmental Higher Degree Committee (DHDC) Chairperson
• Departmental Glossary Chairperson

Grants

• National Research Foundation (NRF)
• Women in research (WiR)
• Unisa community CE funding

Fellowship

• Southern African Society for Educators (SASE)
• International Society for Teacher Education conference (ISfTE) International
• The Learner

Awards

• Excellence in Teaching and Learning awards: Scholarship of Teaching and Learning- 2020

Projects

• Classroom Interaction Pedagogy in teaching English First Additional Language in the Intermediate Phase