KAISER, K. REYNEKE, M. & UYS, M.  2010.  Eating soup with a fork – why the EFAL syllabus cannot promote learning across the curriculum.  Journal for Language Teaching, 44(2):52-67.

UYS, M., REYNEKE, M. & KAISER, K.  2011.  Research Speakers of Nondominant Languages in Teacher Education Programs:  Tapping into Perceived Barriers to Promote Teaching and Learning in Diverse Contexts.  (In Ball, A.F., Tyson, C.A., eds.  Studying Diversity in Teacher Education.  New York:  Rowman & Littlefield. p.219-234.)

KAISER, K.  2016.  Do the EFAL CAPS and workbooks prepare Grade 4 learners adequately for the demands of English as LoLT?  Journal for Language Teaching, 50(2):143-165.

KAISER, K.  2017.  Surviving in the multilingual jungle. – a collaboration between pre-service language teachers and in-service content teacher to promote academic literacy. Journal for New Generation Sciences, 15(1)

LEDIBANE, M.M., KAISER, K., VAN DER WALT, M.  2018.  Acquiring Mathematics as a second language – a theoretical model to illustrate similarities in the acquisition of ESL and mathematics. Pythagoras, 39(1).