Code-switching in finance tutorials for immigrant students: An activity theory perspective

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dc.contributor.authorEsambe, Emmanuel E
dc.contributor.authorTengeh, Robertson K
dc.contributor.authorChu, Fidelis E
dc.date.accessioned2026-05-13T13:17:41Z
dc.date.available2026-05-13T13:17:41Z
dc.date.issued2026
dc.description.abstractBackground: Given South Africa’s multilingual landscape and a growing immigrant student population, this study examines how code-switching enhances finance tutorials for African immigrant students at a South African university where English is the main medium of instruction
dc.identifier.citationEsambe, E.E., Tengeh, R.K. and Chu, F.E., 2026. Code-switching in finance tutorials for immigrant students: An activity theory perspective. Reading & Writing-Journal of the Literacy Association of South Africa, 17(1), p.601.
dc.identifier.uri10.4102/rw.v17i1.601
dc.identifier.urihttps://hdl.handle.net/10566/22427
dc.language.isoen
dc.publisherAOSIS (pty) Ltd
dc.subjectActivity Theory
dc.subjectcode-switching
dc.subjectfinance subjects
dc.subjectimmigrant students
dc.subjectSouth African universities
dc.subjecttutorials
dc.titleCode-switching in finance tutorials for immigrant students: An activity theory perspective
dc.typeArticle

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