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Nomlomo, Vuyokazi, Stofile, Sindiswa and Sivasubramaniam, Sivakumar Signposting Foundation Phase teachers' professional identities in selected Western Cape primary schools, South Africa. S. Afr. j. educ., 2018, vol.38, suppl.2, p.1-10. ISSN 0256-0100

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du Plooy, Lucinda et al. Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review. SAJCE, 2016, vol.6, no.1, p.1-8. ISSN 2223-7682

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Nomlomo, Vuyokazi and Desai, Zubeida Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase). SAJCE, 2014, vol.4, no.3, p.87-102. ISSN 2223-7682

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Nomlomo, Vuyokazi and Katiya, Misiwe Multilingualism and (bi)literacy development for epistemological access: Exploring students experience in the use of multilingual glossaries at a South African university. Educ. res. soc. change, Apr 2018, vol.7, no.1, p.77-93. ISSN 2221-4070

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