Rate My Professor Nhlanhla Mpofu

Mpofu's research focuses on problematizing understandings of English as a Language of Instruction in multilingual contexts, developing language teaching methodologies grounded in culturally sustaining pedagogy and informed by disciplinary linguistic requirements, reorienting second language education research in multilingual systems, and advancing enabling and transitional education. She leads the interdisciplinary project Exploring the preparation and experiences of teachers using English across the curriculum in five continents. Her influential publications include The innovative use of social media for teaching English as a second language (2020, with L De Jager and C Rwodzi, 79 citations), Are we there yet? A literature study of the challenges of women academics in institutions of higher education (2017, with MC Maphalala, 63 citations), Fostering critical thinking in initial teacher education curriculums: A comprehensive literature review (2017, with MC Maphalala, 40 citations), Embedding values in the South African curriculum: by design or default? (2018, with MC Maphalala, 35 citations), and A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach (2018, with MC Maphalala, 33 citations). Recent contributions encompass Exploring teachers’ self-reported practices for fostering critical thinking skills in ESL multilingual high school settings (2024) and The implementation of English across the curriculum: An exploratory study (2024). Her work has shaped advancements in teacher education and multilingual language pedagogy.