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Methods: A qualitative exploratory case study design was used to explore the extent to which structured movement educational assessment activities can support the understanding of mathematics and language concepts. The participants included 20 Grade R learners, one class teacher and one head of department (HOD). The data were generated using observation of participants, analysis of worksheets, visual data and a semi-structured interview. Results:The findings of the study suggest that the integration of structured movement activities with mathematics and language concepts seems to impact positively preschool learners' physical, social and cognitive development. The value of qualitatively assessing preschool learners during active participation seemed to be favourable to understanding concepts or movement skill acquisition. Conclusion:The study concluded that movement experiences can inform preschool learners' understanding of mathematics and language concepts.

This article reports on the outcome of utilising a multilingual strategy that promotes translanguaging to support primary grade learners and the enablers and constraints of the implementation of such strategies. Purposive sampling was used to select two schools. Grade 5 and 6 learners (N = 162) and their teachers (N = 3) participated in the study. Qualitative research approach was employed and data was collected using classroom observations, semi-structured interviews, document analysis and storyboards. Data was analysed thematically and categorised. It was found that the enablers of translanguaging included a non-threatening and safe environment. Teachers’ positive attitude, the accessibility of the translated materials and the learners’ sense of pride due to acknowledgement and use of their home languages during lessons. The constraints included inadequate resources, limited lesson time, complexity of some of the home languages, limited experience of the teachers using a multilingual approach and existing socio-economic factors. Future longitudinal research is required to explore the impact of the strategy on the academic performance of the learners.

This article reports on an exploration of learners' retrospective experiences of learning in a second language at a rural school. The school was involved in a larger youth project that involved Academic Service-Learning of university students who provided educational psychology services to the Grade 9 learners. Purposive sampling was used to retrospectively select 40 (f: n = 20; m: n = 20) Grade 9 learners from a rural school that was involved in a larger youth project. This project aimed to deliver pathways towards resilience in rural schools through cross-cultural measures for assessments, career guidance, and therapeutic interventions. The project aimed to provide Academic Service-Learning opportunities for the second-year students of a Master's in Educational Psychology programme. Secondary data analysis was employed to explore and analyse the data. The secondary data sources comprised learners' case files collected over a fouryear period between 2012 and 2015. Coding and memo writing were used as part of the documentation strategies during the data analysis process. Thematic analysis consisting of six phases was employed in the study. The findings showed that one of the most frequently indicated challenges the learners faced, was limited expressive and receptive skills in English. Although they had dreams and hopes for the future, the learners' lack of language proficiency hindered their career aspirations and life beyond school. The findings suggested that future research should involve larger groups of learners from rural areas and focus on ways to enhance their communicative competences. Their perspective on how best they could be supported should also be explored further.