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class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Albert Weideman" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/361286/95550/30765611/s200_albert.weideman.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Albert Weideman</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://ufs.academia.edu/">University of the Free State</a>, <a class="u-tcGrayDarker" href="https://ufs.academia.edu/Departments/Humanities/Documents">Humanities</a>, <span class="u-tcGrayDarker">Research fellow and Professor of Applied 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Inter-institutional Centre for Language Development and Assessment (ICELDA). He holds the position of professor of applied language studies in the Faculty of the Humanities at the University of the Free State, and is a research fellow in the Department of English. He is an expert language tester, and advises tertiary institutions globally on the development of responsible measuring instruments. The quality of his tests derives to a large extent from their creative design. He has worked in the Faculty of Education of the University of the Western Cape, the Centre for Education Development (CENEDUS) of the University of Stellenbosch, and the Unit for Academic Literacy of the University of Pretoria, both in management and academic roles. His research focus is on assessing academic literacy, and on how this relates to developing a theory of applied linguistics, a foundational framework for working responsibly within that discipline.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="361286">View All (6)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="361286" href="https://www.academia.edu/Documents/in/Foundations_of_applied_linguistics"><div id="js-react-on-rails-context" style="display:none" 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76393415"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76393415/Switching_constructs"><img alt="Research paper thumbnail of Switching constructs" class="work-thumbnail" src="https://attachments.academia-assets.com/84115950/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76393415/Switching_constructs">Switching constructs</a></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Tests of language ability are based on a certain construct that defines this ability, and this bl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tests of language ability are based on a certain construct that defines this ability, and this blueprint determines what it is that will be measured. The University of Pretoria has, since 2000, annually administered a test of academic language proficiency to more than 6000 first-time students. The intention of this test is to identify those who are at risk academically as a result of too low a level of academic language proficiency. If their academic literacy levels are too low, students are required to enrol for a set of four courses in order to minimise their risk of failure. The Unit for Language Skills Development at the University of Pretoria has now embarked on a project to design an alternative test to the one used initially, specifically with a view to basing it on a new construct. The reason is that the construct of the current test has become contested over the last decade as a result of its dependence on an outdated concept of language, which equates language ability with knowledge of sound, vocabulary, form, and meaning. Present-day concepts emphasise a much richer view of language competence, and their focus has, moreover, shifted from discrete language skills to the attainment of academic literacy. In this paper the abilities encompassed by this view will be discussed in order to compare the construct of the current test with the proposed construct.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b584c3c04bef1ac33babc35a3533b7f1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84115950,"asset_id":76393415,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84115950/download_file?st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76393415"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76393415"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76393415; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76393415]").text(description); $(".js-view-count[data-work-id=76393415]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76393415; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76393415']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76393415, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b584c3c04bef1ac33babc35a3533b7f1" } } $('.js-work-strip[data-work-id=76393415]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76393415,"title":"Switching constructs","translated_title":"","metadata":{"abstract":"Tests of language ability are based on a certain construct that defines this ability, and this blueprint determines what it is that will be measured. 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The dominant medium of instruction in the universities is English and, to a much lesser extent, Afrikaans, but only a minority of the national population are native speakers of these languages. Nine other languages can be media of instruction in schools, which makes the transition to tertiary education difficult enough in itself for students from these schools. The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. The volume also aims to bring the innovative solutions designed by South African educators to a wider international audience.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69dd0f42b710a159bc83764ad749e174" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64593176,"asset_id":44224667,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64593176/download_file?st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44224667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44224667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44224667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44224667]").text(description); $(".js-view-count[data-work-id=44224667]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44224667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44224667']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44224667, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "69dd0f42b710a159bc83764ad749e174" } } $('.js-work-strip[data-work-id=44224667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44224667,"title":"Assessing academic literacy in a multilingual society: Transition and transformation [Order from https://www.multilingual-matters.com/page/detail/?k=9781788926225]","translated_title":"","metadata":{"abstract":"South African universities face major challenges in meeting the needs of their students in the area of academic language and literacy. 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(2017). Cham: Springer International Publishing." class="work-thumbnail" src="https://attachments.academia-assets.com/53568899/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33537596/Responsible_design_in_applied_linguistics_theory_and_practice_2017_Cham_Springer_International_Publishing">Responsible design in applied linguistics: theory and practice. (2017). Cham: Springer International Publishing.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">No mere history of applied linguistics, this volume presents a framework for interpreting the dev...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">No mere history of applied linguistics, this volume presents a framework for interpreting the development of applied linguistics as a discipline. It offers a systematic account of how applied linguistics has developed, articulating the philosophical premises that have informed both its emergence and its subsequent growth. It asks questions that are seldom asked: Where does the discipline derive from? Where is it heading? What directions has it already taken? Which direction should it embrace in future? What is the relative worth of all of the variation in design and methods that have been developed by applied linguists? In defining applied linguistics as a discipline of design, it takes us beyond the diffuse and sometimes contradictory conventional definitions of the field. The framework of design principles it proposes not only helps to explain the historical development of applied linguistics, but also provides a potential justification for solutions to language problems. It presents us with nothing less than an emerging theory of applied linguistics. </span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f4a2a2973c521b75cc773d0571f96181" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53568899,"asset_id":33537596,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53568899/download_file?st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33537596"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33537596"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33537596; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33537596]").text(description); $(".js-view-count[data-work-id=33537596]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33537596; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33537596']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33537596, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f4a2a2973c521b75cc773d0571f96181" } } $('.js-work-strip[data-work-id=33537596]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33537596,"title":"Responsible design in applied linguistics: theory and practice. 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This study sets out to elaborate such a systematic methodology by looking first at the expressive character of language and the different material lingual spheres in which language is used. Thereafter various elementary systematic concepts that express the modal coherence between the lingual aspect and the other aspects of experience are surveyed. Amongst others, the elementary linguistic concepts of lingual system, position, constancy, operation, development, intention, identity and form are reinterpreted in a new theoretical perspective. Attention is also given to language in its social context, as well as to the notions of discourse, text and acceptability, in order to lay the foundations of a systematic theory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da11b03b2c33f9a783afd90503bb293c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53458293,"asset_id":472824,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53458293/download_file?st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="472824"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="472824"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 472824; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=472824]").text(description); $(".js-view-count[data-work-id=472824]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 472824; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='472824']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 472824, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da11b03b2c33f9a783afd90503bb293c" } } $('.js-work-strip[data-work-id=472824]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":472824,"title":"Beyond expression: A systematic study of the foundations of linguistics","translated_title":"","metadata":{"abstract":"If no specific science is philosophically neutral, linguistics must self consciously strive to clarify its theoretical, philosophical foundations by developing a systematic methodological framework that provides for various elementary and complex linguistic concepts. 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It assumes that telling students about how tasks must be done is never enough - they must be allowed to demonstrate that they can actually do real academic work. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Chapters" id="Chapters"><h3 class="profile--tab_heading_container">Chapters by Albert Weideman</h3></div><div class="js-work-strip profile--work_container" data-work-id="18130890"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/18130890/_Contribution_in_The_Encyclopedia_of_Applied_Linguistics_Positivism_and_postpositivism_in_applied_linguistics"><img alt="Research paper thumbnail of [Contribution in The Encyclopedia of Applied Linguistics] Positivism and postpositivism in applied linguistics" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18130890/_Contribution_in_The_Encyclopedia_of_Applied_Linguistics_Positivism_and_postpositivism_in_applied_linguistics">[Contribution in The Encyclopedia of Applied Linguistics] Positivism and postpositivism in applied linguistics</a></div><div class="wp-workCard_item"><span>The encyclopedia of applied linguistics</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Positivist and postpositivist influences in applied linguistics are discernible both directly and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Positivist and postpositivist influences in applied linguistics are discernible both directly and obliquely, as has been the case in other fields. Those influences provide evidence of how closely applied linguistic concept formation relates to developments in scientific thinking in general, as well as to specific discussions in the philosophy of science.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18130890"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18130890"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18130890; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18130890]").text(description); $(".js-view-count[data-work-id=18130890]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18130890; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18130890']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18130890, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=18130890]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18130890,"title":"[Contribution in The Encyclopedia of Applied Linguistics] Positivism and postpositivism in applied linguistics","translated_title":"","metadata":{"abstract":"Positivist and postpositivist influences in applied linguistics are discernible both directly and obliquely, as has been the case in other fields. 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[Introduction]" class="work-thumbnail" src="https://attachments.academia-assets.com/53476618/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33404480/Academic_literacy_Why_is_it_important_Introduction_">Academic literacy: Why is it important? [Introduction]</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A workbook for learners preparing for tests of academic and quantitative literacy, as well as for...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A workbook for learners preparing for tests of academic and quantitative literacy, as well as for prospective first year university students and their teachers</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5b8ffe984725cee30405e4065455192b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53476618,"asset_id":33404480,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53476618/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33404480"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33404480"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33404480; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33404480]").text(description); $(".js-view-count[data-work-id=33404480]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33404480; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33404480']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33404480, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5b8ffe984725cee30405e4065455192b" } } $('.js-work-strip[data-work-id=33404480]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33404480,"title":"Academic literacy: Why is it important? 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Artiles</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The problematic secondary school exit-level examinations for home languages in South Africa illus...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The problematic secondary school exit-level examinations for home languages in South Africa illustrate a dilemma with high-stakes assessments. 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Applied li...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reflection on the nature of a discipline minimizes the risk for those who practise it. Applied linguistics is a design discipline that helps us devise plans to overcome language problems. How to design responsibly should therefore be uppermost in the minds of those who devise the solutions. The intuitive, currently fashionable or ‘scientific’ solution is seldom the best design. Applied linguistics is faced with a choice between a technocratic and a revolutionary direction in its design of language interventions. 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To answer that qu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Is applied linguistics merely an extension of linguistics, as its name implies? To answer that question, we need philosophical delimitation criteria. We might avoid much contestation and contradiction if we defined the fields of linguistics and applied linguistics with reference not to concrete entities, but to the two modalities, the lingual and the technical, that respectively delimit their scope. A linguistic explanation for applied linguistic design decisions remains highly problematic, but even among those who hold that position we find hints of alternative perspectives.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405967]").text(description); $(".js-view-count[data-work-id=33405967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405967, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405967,"title":"[Ch. 2 in Responsible Design in Applied Linguistics] A Linguistic Explanation for the Foundations of Applied Linguistics","translated_title":"","metadata":{"abstract":"Is applied linguistics merely an extension of linguistics, as its name implies? 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Applied linguistics came to be seen as pedagogical engineering, and as having an inter-disciplinary, mediating role in language education. Yet the nature of the mediation is left unexplained. When we consider the learning of an additional language in classrooms, the problem of language mastery by someone who is at a disadvantage surfaces. 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Progressivist and modernist expectations are present in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">How ‘scientific’ is applied linguistics? Progressivist and modernist expectations are present in it from the start. Yet in this case scientific analysis presupposes a separate, preparatory phase for the planning of the intervention: theoretical analysis is utilized, but is encapsulated in, and subservient to the plan and its technical design. To make theory prescriptive or absolute is a perversion, and a recipe for eventual disappointment, as its disciplinary history shows. That provides more evidence that applied linguistics is a separate, independent discipline. Its conceptualisations spring from a different modality than the analytical.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405978"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405978"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405978; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405978]").text(description); $(".js-view-count[data-work-id=33405978]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405978; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405978']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405978, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405978]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405978,"title":"[Ch. 4 in Responsible Design in Applied Linguistics] The Scientific Status of Applied Linguistics","translated_title":"","metadata":{"abstract":"How ‘scientific’ is applied linguistics? 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Yet in this case scientific analysis presupposes a separate, preparatory phase for the planning of the intervention: theoretical analysis is utilized, but is encapsulated in, and subservient to the plan and its technical design. To make theory prescriptive or absolute is a perversion, and a recipe for eventual disappointment, as its disciplinary history shows. That provides more evidence that applied linguistics is a separate, independent discipline. 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Analysis helps us to understand the problem, but our technical imagination leads the designed solution. In preparing plans, we already anticipate their execution. Analysis can be the means to inform, enhance or justify the achievement of technical ends, but the ends are non-analytical. Focussing exclusively on the means reveals a modernist bias, while overemphasizing the ends characterizes postmodernist designs. A disclosure of the meaning of design anticipates a differentiation of designer and implementer, and the freeing up of technical fantasy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405970"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405970]").text(description); $(".js-view-count[data-work-id=33405970]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405970']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405970, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405970]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405970,"title":"[Ch. 5 in Responsible Design in Applied Linguistics] Applied Linguistics as a Discipline of Design","translated_title":"","metadata":{"abstract":"The logical and formative modes of experience distinguish linguistic analysis from applied linguistic designs. 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The first gives priority to scientific principles; the second abides by technical analyses; the third takes the road of revolutionary freedom. However interpreted or understood, communicative language teaching constitutes a watershed in language intervention design: its history illustrates that the creativity, flexibility and pedagogical fantasy in such design take precedence over theoretical justification.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405976"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405976"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405976; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405976]").text(description); $(".js-view-count[data-work-id=33405976]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405976; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405976']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405976, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405976]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405976,"title":"[Ch. 6 in Responsible Design in Applied Linguistics] Technocratic and Revolutionary Designs: Three Illustrations","translated_title":"","metadata":{"abstract":"Three responses to the limitations of applied linguistics are discussed: the audio-lingual method, mainstream communicative language teaching, and ‘humanistic’ approaches. 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However interpreted or understood, communicative language teaching constitutes a watershed in language intervention design: its history illustrates that the creativity, flexibility and pedagogical fantasy in such design take precedence over theoretical justification.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[],"urls":[{"id":8167503,"url":"https://link.springer.com/chapter/10.1007/978-3-319-41731-8_10"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7100831" id="books"><div class="js-work-strip profile--work_container" data-work-id="118285344"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118285344/Using_a_Five_Phase_Applied_Linguistics_Design_to_Develop_a_Contextualized_Academic_Literacy_Placement_Test_for_Pre_University_Pathway_Students"><img alt="Research paper thumbnail of Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students" class="work-thumbnail" src="https://attachments.academia-assets.com/113948935/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118285344/Using_a_Five_Phase_Applied_Linguistics_Design_to_Develop_a_Contextualized_Academic_Literacy_Placement_Test_for_Pre_University_Pathway_Students">Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6efb01615ef411d7d2c01c7274bfb2ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113948935,"asset_id":118285344,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113948935/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118285344"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118285344"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118285344; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76393415"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76393415/Switching_constructs"><img alt="Research paper thumbnail of Switching constructs" class="work-thumbnail" src="https://attachments.academia-assets.com/84115950/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76393415/Switching_constructs">Switching constructs</a></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Tests of language ability are based on a certain construct that defines this ability, and this bl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tests of language ability are based on a certain construct that defines this ability, and this blueprint determines what it is that will be measured. The University of Pretoria has, since 2000, annually administered a test of academic language proficiency to more than 6000 first-time students. The intention of this test is to identify those who are at risk academically as a result of too low a level of academic language proficiency. If their academic literacy levels are too low, students are required to enrol for a set of four courses in order to minimise their risk of failure. The Unit for Language Skills Development at the University of Pretoria has now embarked on a project to design an alternative test to the one used initially, specifically with a view to basing it on a new construct. The reason is that the construct of the current test has become contested over the last decade as a result of its dependence on an outdated concept of language, which equates language ability with knowledge of sound, vocabulary, form, and meaning. Present-day concepts emphasise a much richer view of language competence, and their focus has, moreover, shifted from discrete language skills to the attainment of academic literacy. In this paper the abilities encompassed by this view will be discussed in order to compare the construct of the current test with the proposed construct.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b584c3c04bef1ac33babc35a3533b7f1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84115950,"asset_id":76393415,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84115950/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76393415"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76393415"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76393415; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76393415]").text(description); $(".js-view-count[data-work-id=76393415]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76393415; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76393415']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76393415, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b584c3c04bef1ac33babc35a3533b7f1" } } $('.js-work-strip[data-work-id=76393415]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76393415,"title":"Switching constructs","translated_title":"","metadata":{"abstract":"Tests of language ability are based on a certain construct that defines this ability, and this blueprint determines what it is that will be measured. The University of Pretoria has, since 2000, annually administered a test of academic language proficiency to more than 6000 first-time students. The intention of this test is to identify those who are at risk academically as a result of too low a level of academic language proficiency. If their academic literacy levels are too low, students are required to enrol for a set of four courses in order to minimise their risk of failure. The Unit for Language Skills Development at the University of Pretoria has now embarked on a project to design an alternative test to the one used initially, specifically with a view to basing it on a new construct. The reason is that the construct of the current test has become contested over the last decade as a result of its dependence on an outdated concept of language, which equates language ability with knowledge of sound, vocabulary, form, and meaning. 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The University of Pretoria has, since 2000, annually administered a test of academic language proficiency to more than 6000 first-time students. The intention of this test is to identify those who are at risk academically as a result of too low a level of academic language proficiency. If their academic literacy levels are too low, students are required to enrol for a set of four courses in order to minimise their risk of failure. The Unit for Language Skills Development at the University of Pretoria has now embarked on a project to design an alternative test to the one used initially, specifically with a view to basing it on a new construct. The reason is that the construct of the current test has become contested over the last decade as a result of its dependence on an outdated concept of language, which equates language ability with knowledge of sound, vocabulary, form, and meaning. 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In this paper the abilities encompassed by this view will be discussed in order to compare the construct of the current test with the proposed construct.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":84115950,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84115950/thumbnails/1.jpg","file_name":"Switching_constructs.pdf","download_url":"https://www.academia.edu/attachments/84115950/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Switching_constructs.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84115950/Switching_constructs-libre.pdf?1649921605=\u0026response-content-disposition=attachment%3B+filename%3DSwitching_constructs.pdf\u0026Expires=1734040190\u0026Signature=HA8jF1W4uJjfJ1yo7g0A-Cf43pZ69IZ9yC5xPy8zi8Gx1fmdKfJDBKrT4fpWKuM2LbBdclz1ZdgUe5K-zU25NPronv9yuQVAIZG5ftRhPETOEZigBZI~M5k01MakVrNwWOX~DQu4SOMpN4HqRZiQK-S3ZY-Gs2ToF6C9oivDN2Y6zcKNClbU6scHxkYkXQtF~~JrGQzRXfZXX9qKyekHuTGK6ecgRaVPMZo6Amrp8uy3QG8AwgDcEPyu871DXY9M7yn-dqW4DIiXqKINoAfs19lSTpZnI8PLrIZnmpGiW9eYvHzsiSqZgQZs3DC~Qugvf~YbvEzX8S31LZgPWXopQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":48358,"name":"Language Testing and Assessment","url":"https://www.academia.edu/Documents/in/Language_Testing_and_Assessment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44224667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44224667/Assessing_academic_literacy_in_a_multilingual_society_Transition_and_transformation_Order_from_https_www_multilingual_matters_com_page_detail_k_9781788926225_"><img alt="Research paper thumbnail of Assessing academic literacy in a multilingual society: Transition and transformation [Order from https://www.multilingual-matters.com/page/detail/?k=9781788926225]" class="work-thumbnail" src="https://attachments.academia-assets.com/64593176/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44224667/Assessing_academic_literacy_in_a_multilingual_society_Transition_and_transformation_Order_from_https_www_multilingual_matters_com_page_detail_k_9781788926225_">Assessing academic literacy in a multilingual society: Transition and transformation [Order from https://www.multilingual-matters.com/page/detail/?k=9781788926225]</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">South African universities face major challenges in meeting the needs of their students in the ar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">South African universities face major challenges in meeting the needs of their students in the area of academic language and literacy. The dominant medium of instruction in the universities is English and, to a much lesser extent, Afrikaans, but only a minority of the national population are native speakers of these languages. Nine other languages can be media of instruction in schools, which makes the transition to tertiary education difficult enough in itself for students from these schools. The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. 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The workbook comes with answers at the end. This book replaces Academic literacy: Test your competence (2014).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7874f8534bb142704836d9e86b4e0ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56199422,"asset_id":36293073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56199422/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNjU5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36293073"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36293073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36293073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36293073]").text(description); $(".js-view-count[data-work-id=36293073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36293073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36293073']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36293073, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7874f8534bb142704836d9e86b4e0ad" } } $('.js-work-strip[data-work-id=36293073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36293073,"title":"Academic literacy: Five new tests [Introduction]","translated_title":"","metadata":{"abstract":"This is a workbook of practice tests of academic and quantitative literacy (AQL) for prospective university students. 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Rather, it is an invitation to those entering the discipline to become intrigued by things lingual. Working from the premise that linguistics is not many disciplines, but one, however much it is sometimes divided up into formal (“theoretical”) and sociolinguistic camps, it is designed to provide insight into phenomena operating within the lingual dimension of our experience, that circumscribes the field of linguistics. 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Cham: Springer International Publishing.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">No mere history of applied linguistics, this volume presents a framework for interpreting the dev...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">No mere history of applied linguistics, this volume presents a framework for interpreting the development of applied linguistics as a discipline. It offers a systematic account of how applied linguistics has developed, articulating the philosophical premises that have informed both its emergence and its subsequent growth. It asks questions that are seldom asked: Where does the discipline derive from? Where is it heading? What directions has it already taken? 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This study sets out to elaborate such a systematic methodology by looking first at the expressive character of language and the different material lingual spheres in which language is used. Thereafter various elementary systematic concepts that express the modal coherence between the lingual aspect and the other aspects of experience are surveyed. Amongst others, the elementary linguistic concepts of lingual system, position, constancy, operation, development, intention, identity and form are reinterpreted in a new theoretical perspective. 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Artiles</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The problematic secondary school exit-level examinations for home languages in South Africa illus...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The problematic secondary school exit-level examinations for home languages in South Africa illustrate a dilemma with high-stakes assessments. 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An alternative conceptualisation of the principles that inform the design of language tests may mitigate the potentially negative social and economic impact of high-stakes language tests.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment"}],"urls":[{"id":8169004,"url":"http://www.tandfebooks.com/doi/book/10.4324/9781315517377"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33405977"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33405977/_Ch_1_in_Responsible_Design_in_Applied_Linguistics_The_Foundations_of_a_Discipline_of_Design"><img alt="Research paper thumbnail of [Ch. 1 in Responsible Design in Applied Linguistics] The Foundations of a Discipline of Design" class="work-thumbnail" src="https://attachments.academia-assets.com/53687494/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33405977/_Ch_1_in_Responsible_Design_in_Applied_Linguistics_The_Foundations_of_a_Discipline_of_Design">[Ch. 1 in Responsible Design in Applied Linguistics] The Foundations of a Discipline of Design</a></div><div class="wp-workCard_item"><span>Responsible Design in Applied Linguistics: Theory and Practice</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reflection on the nature of a discipline minimizes the risk for those who practise it. Applied li...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reflection on the nature of a discipline minimizes the risk for those who practise it. Applied linguistics is a design discipline that helps us devise plans to overcome language problems. How to design responsibly should therefore be uppermost in the minds of those who devise the solutions. The intuitive, currently fashionable or ‘scientific’ solution is seldom the best design. Applied linguistics is faced with a choice between a technocratic and a revolutionary direction in its design of language interventions. That choice matters, both for historical and for professional reasons.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="009cd7338a0426427e8e9ffe68930279" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53687494,"asset_id":33405977,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53687494/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405977"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405977"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405977; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405977]").text(description); $(".js-view-count[data-work-id=33405977]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405977; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405977']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405977, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "009cd7338a0426427e8e9ffe68930279" } } $('.js-work-strip[data-work-id=33405977]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405977,"title":"[Ch. 1 in Responsible Design in Applied Linguistics] The Foundations of a Discipline of Design","translated_title":"","metadata":{"abstract":"Reflection on the nature of a discipline minimizes the risk for those who practise it. 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To answer that qu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Is applied linguistics merely an extension of linguistics, as its name implies? To answer that question, we need philosophical delimitation criteria. We might avoid much contestation and contradiction if we defined the fields of linguistics and applied linguistics with reference not to concrete entities, but to the two modalities, the lingual and the technical, that respectively delimit their scope. A linguistic explanation for applied linguistic design decisions remains highly problematic, but even among those who hold that position we find hints of alternative perspectives.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405967]").text(description); $(".js-view-count[data-work-id=33405967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405967, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405967,"title":"[Ch. 2 in Responsible Design in Applied Linguistics] A Linguistic Explanation for the Foundations of Applied Linguistics","translated_title":"","metadata":{"abstract":"Is applied linguistics merely an extension of linguistics, as its name implies? To answer that question, we need philosophical delimitation criteria. We might avoid much contestation and contradiction if we defined the fields of linguistics and applied linguistics with reference not to concrete entities, but to the two modalities, the lingual and the technical, that respectively delimit their scope. A linguistic explanation for applied linguistic design decisions remains highly problematic, but even among those who hold that position we find hints of alternative perspectives.","location":"Cham, Switzerland","more_info":"pp. 11-38","publisher":" Springer International Publishing","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Responsible Design in Applied Linguistics: Theory and Practice"},"translated_abstract":"Is applied linguistics merely an extension of linguistics, as its name implies? To answer that question, we need philosophical delimitation criteria. 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A linguistic explanation for applied linguistic design decisions remains highly problematic, but even among those who hold that position we find hints of alternative perspectives.","internal_url":"https://www.academia.edu/33405967/_Ch_2_in_Responsible_Design_in_Applied_Linguistics_A_Linguistic_Explanation_for_the_Foundations_of_Applied_Linguistics","translated_internal_url":"","created_at":"2017-06-10T13:45:51.976-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"_Ch_2_in_Responsible_Design_in_Applied_Linguistics_A_Linguistic_Explanation_for_the_Foundations_of_Applied_Linguistics","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Is applied linguistics merely an extension of linguistics, as its name implies? To answer that question, we need philosophical delimitation criteria. We might avoid much contestation and contradiction if we defined the fields of linguistics and applied linguistics with reference not to concrete entities, but to the two modalities, the lingual and the technical, that respectively delimit their scope. A linguistic explanation for applied linguistic design decisions remains highly problematic, but even among those who hold that position we find hints of alternative perspectives.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[],"urls":[{"id":8167450,"url":"https://link.springer.com/chapter/10.1007/978-3-319-41731-8_2"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33405969"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33405969/_Ch_3_in_Responsible_Design_in_Applied_Linguistics_An_Inter_Disciplinary_View_of_Applied_Linguistics"><img alt="Research paper thumbnail of [Ch. 3 in Responsible Design in Applied Linguistics] An Inter-Disciplinary View of Applied Linguistics" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33405969/_Ch_3_in_Responsible_Design_in_Applied_Linguistics_An_Inter_Disciplinary_View_of_Applied_Linguistics">[Ch. 3 in Responsible Design in Applied Linguistics] An Inter-Disciplinary View of Applied Linguistics</a></div><div class="wp-workCard_item"><span>Responsible Design in Applied Linguistics: Theory and Practice</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A more sophisticated conceptualization of applied linguistics soon began to emerge: that it is a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A more sophisticated conceptualization of applied linguistics soon began to emerge: that it is a multi-disciplinary undertaking. Applied linguistics came to be seen as pedagogical engineering, and as having an inter-disciplinary, mediating role in language education. Yet the nature of the mediation is left unexplained. When we consider the learning of an additional language in classrooms, the problem of language mastery by someone who is at a disadvantage surfaces. The designed response to that problem in an instructional plan clearly marks applied linguistics as possessing another order of complexity than that of linguistic conceptualization.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405969"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405969"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405969; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405969]").text(description); $(".js-view-count[data-work-id=33405969]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405969; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405969']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405969, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405969]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405969,"title":"[Ch. 3 in Responsible Design in Applied Linguistics] An Inter-Disciplinary View of Applied Linguistics","translated_title":"","metadata":{"abstract":"A more sophisticated conceptualization of applied linguistics soon began to emerge: that it is a multi-disciplinary undertaking. 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Progressivist and modernist expectations are present in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">How ‘scientific’ is applied linguistics? Progressivist and modernist expectations are present in it from the start. Yet in this case scientific analysis presupposes a separate, preparatory phase for the planning of the intervention: theoretical analysis is utilized, but is encapsulated in, and subservient to the plan and its technical design. To make theory prescriptive or absolute is a perversion, and a recipe for eventual disappointment, as its disciplinary history shows. That provides more evidence that applied linguistics is a separate, independent discipline. Its conceptualisations spring from a different modality than the analytical.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405978"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405978"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405978; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405978]").text(description); $(".js-view-count[data-work-id=33405978]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405978; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405978']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405978, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405978]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405978,"title":"[Ch. 4 in Responsible Design in Applied Linguistics] The Scientific Status of Applied Linguistics","translated_title":"","metadata":{"abstract":"How ‘scientific’ is applied linguistics? 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Analysis helps us to understand the problem, but our technical imagination leads the designed solution. In preparing plans, we already anticipate their execution. Analysis can be the means to inform, enhance or justify the achievement of technical ends, but the ends are non-analytical. Focussing exclusively on the means reveals a modernist bias, while overemphasizing the ends characterizes postmodernist designs. A disclosure of the meaning of design anticipates a differentiation of designer and implementer, and the freeing up of technical fantasy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405970"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405970]").text(description); $(".js-view-count[data-work-id=33405970]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405970']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405970, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405970]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405970,"title":"[Ch. 5 in Responsible Design in Applied Linguistics] Applied Linguistics as a Discipline of Design","translated_title":"","metadata":{"abstract":"The logical and formative modes of experience distinguish linguistic analysis from applied linguistic designs. 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The first gives priority to scientific principles; the second abides by technical analyses; the third takes the road of revolutionary freedom. 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Ethnographic studies were undertaken. “Beyond method” lie interests in macrostrategies for teaching language, and sensitivity to context, to local conditions, to affect, and to unequal power relations. Critical approaches to applied linguistics further sharpened awareness of political issues and concerns, especially at institutional level. Accountability for design becomes the watchword.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405971"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405971; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405971]").text(description); $(".js-view-count[data-work-id=33405971]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405971; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405971']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405971, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405971]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405971,"title":"[Ch. 7 in Responsible Design in Applied Linguistics] Beyond Method and Towards Accountability","translated_title":"","metadata":{"abstract":"The search for the “best method” of teaching additional languages was replaced at the end of the previous century by an emphasis on the individual learner and the uniqueness of each classroom. 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Innovation and Eclecticism: Resistance and Continuity" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33405974/_Ch_9_in_Responsible_Design_in_Applied_Linguistics_Innovation_and_Eclecticism_Resistance_and_Continuity">[Ch. 9 in Responsible Design in Applied Linguistics]. Innovation and Eclecticism: Resistance and Continuity</a></div><div class="wp-workCard_item"><span>Responsible Design in Applied Linguistics: Theory and Practice</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Is applied linguistics a coherent discipline despite the paradigm variation it harbors? Instead o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Is applied linguistics a coherent discipline despite the paradigm variation it harbors? Instead of expecting too much (from scientific analysis), or relativizing our expectations entirely (as when we adopt a critical perspective), applied linguistics may legitimately strive to innovate in its designs. Innovation is not necessarily either connected to the use of technology or dependent on adopting an eclectic stance. Somewhat surprisingly, innovation is often based on imaginative and creative imitation; characterized by incremental rather than disruptive change; and best achieved with reference to design principles.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405974"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405974"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405974; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405974]").text(description); $(".js-view-count[data-work-id=33405974]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405974; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405974']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405974, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405974]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405974,"title":"[Ch. 9 in Responsible Design in Applied Linguistics]. 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Somewhat surprisingly, innovation is often based on imaginative and creative imitation; characterized by incremental rather than disruptive change; and best achieved with reference to design principles.","internal_url":"https://www.academia.edu/33405974/_Ch_9_in_Responsible_Design_in_Applied_Linguistics_Innovation_and_Eclecticism_Resistance_and_Continuity","translated_internal_url":"","created_at":"2017-06-10T13:45:52.358-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"_Ch_9_in_Responsible_Design_in_Applied_Linguistics_Innovation_and_Eclecticism_Resistance_and_Continuity","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Is applied linguistics a coherent discipline despite the paradigm variation it harbors? Instead of expecting too much (from scientific analysis), or relativizing our expectations entirely (as when we adopt a critical perspective), applied linguistics may legitimately strive to innovate in its designs. Innovation is not necessarily either connected to the use of technology or dependent on adopting an eclectic stance. 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Is l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Do more recent definitions of applied linguistics take us any further than earlier attempts? Is linguistics its parent discipline, or does it have a multi-disciplinary character? Does it include “everything and anything”? The narrowing of linguistics may well have occasioned the flight of inherently linguistic research to ‘applied’ studies. Moreover, ‘language’ can define neither linguistics nor applied linguistics. Instead, one needs to define them by considering the modal angles of their conceptualization. A good definition indicating that applied linguistics is a separate discipline is more likely to prevent us from falling victim to paradigms.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405968"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405968"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405968; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405968]").text(description); $(".js-view-count[data-work-id=33405968]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405968; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405968']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405968, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405968]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405968,"title":"[Ch. 10 in Responsible Design in Applied Linguistics] A Returning Question: Defining the Field of Applied Linguistics","translated_title":"","metadata":{"abstract":"Do more recent definitions of applied linguistics take us any further than earlier attempts? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33405981"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33405981/_Ch_9_in_Post_admission_Language_Assessment_of_University_Students_Construct_Refinement_in_Tests_of_Academic_Literacy"><img alt="Research paper thumbnail of [Ch. 9 in Post-admission Language Assessment of University Students] Construct Refinement in Tests of Academic Literacy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33405981/_Ch_9_in_Post_admission_Language_Assessment_of_University_Students_Construct_Refinement_in_Tests_of_Academic_Literacy">[Ch. 9 in Post-admission Language Assessment of University Students] Construct Refinement in Tests of Academic Literacy</a></div><div class="wp-workCard_item"><span>Post-admission Language Assessment of University Students</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For several reasons, the construct underlying post-entry tests of academic literacy in South Afri...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For several reasons, the construct underlying post-entry tests of academic literacy in South Africa such as the Test of Academic Literacy Levels (TALL) and its postgraduate counterpart, the Test of Academic Literacy for Postgraduate Students (TALPS), deserves further scrutiny. First, the construct has not been further investigated in close to a decade of use. Second, acknowledging the typicality of academic discourse as a starting point for critically engaging with constructs of academic literacy may suggest design changes for such tests. This contribution surveys and critiques various attempts at identifying the typical features of academic discourse and concludes that the uniqueness of academic discourse lies in the primacy of the logical or analytical mode that guides it. Using this characteristic feature as a criterion is potentially productive in suggesting ways to add components to the current test construct of academic literacy tests that are widely used in South Africa, such as TALL, TAG (the Afrikaans counterpart of TALL), and TALPS, as well as a new test of academic literacy for Sesotho. Third, a recent analysis of the diagnostic information that can be gleaned from TALPS (Pot 2013) may inform strategies of utilising post-entry tests of language ability (PELAs) more efficiently. This contribution includes suggestions for modifications and additions to the design of current task types in tests of academic literacy. These tentative suggestions allow theoretically defensible modifications to the design of the tests, and will be useful to those responsible for developing further versions of these tests of academic literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405981"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405981"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405981; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405981]").text(description); $(".js-view-count[data-work-id=33405981]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405981; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405981']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405981, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33405981]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405981,"title":"[Ch. 9 in Post-admission Language Assessment of University Students] Construct Refinement in Tests of Academic Literacy","translated_title":"","metadata":{"abstract":"For several reasons, the construct underlying post-entry tests of academic literacy in South Africa such as the Test of Academic Literacy Levels (TALL) and its postgraduate counterpart, the Test of Academic Literacy for Postgraduate Students (TALPS), deserves further scrutiny. 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First, the construct has not been further investigated in close to a decade of use. Second, acknowledging the typicality of academic discourse as a starting point for critically engaging with constructs of academic literacy may suggest design changes for such tests. This contribution surveys and critiques various attempts at identifying the typical features of academic discourse and concludes that the uniqueness of academic discourse lies in the primacy of the logical or analytical mode that guides it. Using this characteristic feature as a criterion is potentially productive in suggesting ways to add components to the current test construct of academic literacy tests that are widely used in South Africa, such as TALL, TAG (the Afrikaans counterpart of TALL), and TALPS, as well as a new test of academic literacy for Sesotho. Third, a recent analysis of the diagnostic information that can be gleaned from TALPS (Pot 2013) may inform strategies of utilising post-entry tests of language ability (PELAs) more efficiently. This contribution includes suggestions for modifications and additions to the design of current task types in tests of academic literacy. These tentative suggestions allow theoretically defensible modifications to the design of the tests, and will be useful to those responsible for developing further versions of these tests of academic literacy.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[],"urls":[{"id":8168941,"url":"https://link.springer.com/chapter/10.1007/978-3-319-39192-2_9"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7502166" id="articles"><div class="js-work-strip profile--work_container" data-work-id="118284030"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118284030/Using_a_Five_Phase_Applied_Linguistics_Design_to_Develop_a_Contextualized_Academic_Literacy_Placement_Test_for_Pre_University_Pathway_Students"><img alt="Research paper thumbnail of Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students" class="work-thumbnail" src="https://attachments.academia-assets.com/113948008/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118284030/Using_a_Five_Phase_Applied_Linguistics_Design_to_Develop_a_Contextualized_Academic_Literacy_Placement_Test_for_Pre_University_Pathway_Students">Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students</a></div><div class="wp-workCard_item"><span>Literacy Research and Instruction</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For students who have faced previous educational disadvantage, academic literacies are key to acc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For students who have faced previous educational disadvantage, academic literacies are key to access and participation in higher education. Reliable placement in academic literacies courses engages these learners in appropriately pitched learning activities, ensuring optimal learning while developing their confidence and motivation. In this context, we aimed to develop a reliable assessment of students’ academic literacy knowledge to ensure accurate and context-sensitive placement in one of two foundational academic literacy courses. These courses were situated in a pathway program in a regional Australian university that aimed to broaden participation in higher education for individuals from under-represented groups and educationally disadvantaged backgrounds. In this article, we describe, sequentially, the use of a five-phase applied linguistics design to develop the Academic Literacy Level Test (ALLTest). The phases represent the underlying principle of allowing pragmatic considerations to precede (but not preclude) theoretical ones, and consist, in turn, of (1) identifying the language challenge, (2) applying technical imagination and knowledge, (3) devising an initial (and iteratively subsequent) solution, (4) providing a theoretical justification, and (5) revising or finalizing a blueprint. We demonstrate how this process resulted in an organizationally efficient, context-specific, valid and reliable test of academic literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d30e3750228ebbfd703484b276b9b158" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113948008,"asset_id":118284030,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113948008/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118284030"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118284030"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118284030; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118284030]").text(description); $(".js-view-count[data-work-id=118284030]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118284030; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118284030']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 118284030, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d30e3750228ebbfd703484b276b9b158" } } $('.js-work-strip[data-work-id=118284030]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118284030,"title":"Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students","translated_title":"","metadata":{"doi":"10.1080/19388071.2024.2340031","abstract":"For students who have faced previous educational disadvantage, academic literacies are key to access and participation in higher education. 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The phases represent the underlying principle of allowing pragmatic considerations to precede (but not preclude) theoretical ones, and consist, in turn, of (1) identifying the language challenge, (2) applying technical imagination and knowledge, (3) devising an initial (and iteratively subsequent) solution, (4) providing a theoretical justification, and (5) revising or finalizing a blueprint. 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The phases represent the underlying principle of allowing pragmatic considerations to precede (but not preclude) theoretical ones, and consist, in turn, of (1) identifying the language challenge, (2) applying technical imagination and knowledge, (3) devising an initial (and iteratively subsequent) solution, (4) providing a theoretical justification, and (5) revising or finalizing a blueprint. 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The renewed interest in language testing in South Africa is well illustrated in assessments of language ability for educational purposes generally, and more specifically in the assessment of academic literacy. Secondly, the paper presents a meaningful reminder that the assessment of academic literacy in South Africa brings: the benefits of paying diligent attention to the articulation of the construct. This is evident both in the descriptions of the major themes in language assessment in South Africa, and in some commentaries in the international literature about developments here. Finally, the paper describes the way that we are starting to deal with the validation of language tests from the vantage point of a theory of applied linguistics, rather than from the sometimes inconclusive debates on validity. In all three respects there may be productive insights for those working in other contexts. The most important insight, perhaps, comes from relating the validation of these assessments to a theory of applied linguistics, indicating a way in which test designers may operationalize and satisfy a number of further conditions for their responsible design of language tests.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1b9a61586d3f43f87af04716f58ab89d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67703567,"asset_id":49328157,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67703567/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49328157"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49328157"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49328157; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49328157]").text(description); $(".js-view-count[data-work-id=49328157]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49328157; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49328157']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49328157, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1b9a61586d3f43f87af04716f58ab89d" } } $('.js-work-strip[data-work-id=49328157]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49328157,"title":"Context, construct, and validation: A perspective from South Africa","translated_title":"","metadata":{"doi":"10.1080/15434303.2020.1860991","abstract":"This paper will deal, firstly, with the South African context, that cries out for attention to responsible language assessment. The renewed interest in language testing in South Africa is well illustrated in assessments of language ability for educational purposes generally, and more specifically in the assessment of academic literacy. Secondly, the paper presents a meaningful reminder that the assessment of academic literacy in South Africa brings: the benefits of paying diligent attention to the articulation of the construct. This is evident both in the descriptions of the major themes in language assessment in South Africa, and in some commentaries in the international literature about developments here. Finally, the paper describes the way that we are starting to deal with the validation of language tests from the vantage point of a theory of applied linguistics, rather than from the sometimes inconclusive debates on validity. In all three respects there may be productive insights for those working in other contexts. 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The most important insight, perhaps, comes from relating the validation of these assessments to a theory of applied linguistics, indicating a way in which test designers may operationalize and satisfy a number of further conditions for their responsible design of language tests.","internal_url":"https://www.academia.edu/49328157/Context_construct_and_validation_A_perspective_from_South_Africa","translated_internal_url":"","created_at":"2021-06-21T12:15:15.479-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":67703567,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67703567/thumbnails/1.jpg","file_name":"Test_Context_construct_and_validation_by_Albert_Weideman.pdf","download_url":"https://www.academia.edu/attachments/67703567/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Context_construct_and_validation_A_persp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67703567/Test_Context_construct_and_validation_by_Albert_Weideman-libre.pdf?1624303834=\u0026response-content-disposition=attachment%3B+filename%3DContext_construct_and_validation_A_persp.pdf\u0026Expires=1734040191\u0026Signature=eXaDflTdxmhmgRnSoQLPVWA7hkc-aIldHuJnQGNKSRHnDib-RZWQglvocAVqMuPzueXlOLuS8HWnQg-rD~SfimzAUK9qKQR8f3trRwO8gvD4ZMYeVszrEc3J~G3Gf8ZLM4KvHAKO1krvrbvsT5HsA4Xj2ulhsG6muawXoSKtQ1~LyLdHhDKOCmQXBkyGJDC1QcYT9H5otk4cTVEZ-BGwa4x1InktzyR1laJkCGA9yZyJNZ5~6HS7omj6U8Vv9kBY-oZ-a0UtscdBKXWfcuWCoctb7XG~~CNXzx~u44C7lmGHKf3bNFp7~EkWTWWMtMj26DMI5CMpFvCvR7EAfCOY1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Context_construct_and_validation_A_perspective_from_South_Africa","translated_slug":"","page_count":26,"language":"en","content_type":"Work","summary":"This paper will deal, firstly, with the South African context, that cries out for attention to responsible language assessment. The renewed interest in language testing in South Africa is well illustrated in assessments of language ability for educational purposes generally, and more specifically in the assessment of academic literacy. Secondly, the paper presents a meaningful reminder that the assessment of academic literacy in South Africa brings: the benefits of paying diligent attention to the articulation of the construct. This is evident both in the descriptions of the major themes in language assessment in South Africa, and in some commentaries in the international literature about developments here. Finally, the paper describes the way that we are starting to deal with the validation of language tests from the vantage point of a theory of applied linguistics, rather than from the sometimes inconclusive debates on validity. In all three respects there may be productive insights for those working in other contexts. The most important insight, perhaps, comes from relating the validation of these assessments to a theory of applied linguistics, indicating a way in which test designers may operationalize and satisfy a number of further conditions for their responsible design of language tests.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":67703567,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67703567/thumbnails/1.jpg","file_name":"Test_Context_construct_and_validation_by_Albert_Weideman.pdf","download_url":"https://www.academia.edu/attachments/67703567/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Context_construct_and_validation_A_persp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67703567/Test_Context_construct_and_validation_by_Albert_Weideman-libre.pdf?1624303834=\u0026response-content-disposition=attachment%3B+filename%3DContext_construct_and_validation_A_persp.pdf\u0026Expires=1734040191\u0026Signature=eXaDflTdxmhmgRnSoQLPVWA7hkc-aIldHuJnQGNKSRHnDib-RZWQglvocAVqMuPzueXlOLuS8HWnQg-rD~SfimzAUK9qKQR8f3trRwO8gvD4ZMYeVszrEc3J~G3Gf8ZLM4KvHAKO1krvrbvsT5HsA4Xj2ulhsG6muawXoSKtQ1~LyLdHhDKOCmQXBkyGJDC1QcYT9H5otk4cTVEZ-BGwa4x1InktzyR1laJkCGA9yZyJNZ5~6HS7omj6U8Vv9kBY-oZ-a0UtscdBKXWfcuWCoctb7XG~~CNXzx~u44C7lmGHKf3bNFp7~EkWTWWMtMj26DMI5CMpFvCvR7EAfCOY1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment"},{"id":36899,"name":"Academic literacy","url":"https://www.academia.edu/Documents/in/Academic_literacy"},{"id":48358,"name":"Language Testing and Assessment","url":"https://www.academia.edu/Documents/in/Language_Testing_and_Assessment"},{"id":51513,"name":"Test Validation","url":"https://www.academia.edu/Documents/in/Test_Validation"},{"id":61109,"name":"Validation","url":"https://www.academia.edu/Documents/in/Validation"},{"id":67198,"name":"Test Validity","url":"https://www.academia.edu/Documents/in/Test_Validity"},{"id":119848,"name":"Academic literacy/English for academic purposes","url":"https://www.academia.edu/Documents/in/Academic_literacy_English_for_academic_purposes"},{"id":144833,"name":"Validity","url":"https://www.academia.edu/Documents/in/Validity"},{"id":576153,"name":"English Language Assessment","url":"https://www.academia.edu/Documents/in/English_Language_Assessment"}],"urls":[{"id":10287906,"url":"https://www.tandfonline.com/doi/abs/10.1080/15434303.2020.1860991"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40009157"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40009157/_2019_Assessment_literacy_and_the_good_language_teacher_four_principles_and_their_applications"><img alt="Research paper thumbnail of [2019] Assessment literacy and the good language teacher: four principles and their applications" class="work-thumbnail" src="https://attachments.academia-assets.com/60202328/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40009157/_2019_Assessment_literacy_and_the_good_language_teacher_four_principles_and_their_applications">[2019] Assessment literacy and the good language teacher: four principles and their applications</a></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is currently a great deal of interest in language teachers' competence in assessing languag...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is currently a great deal of interest in language teachers' competence in assessing language ability. Their competence in this regard, or lack of it, has much to do with their initial training and professional biases. Taking as example the teaching and learning of one specific kind of language, academic discourse, this paper discusses a number of assessment techniques that language teachers could apply to language teaching at school, or in other contexts of language tuition. Its basis is four basic principles of language assessment: reliability, validity, interpretability of results, and efficiency. These four principles are important to all assessments designed by language teachers. Some assessment techniques that have not yet widely been used to their full potential by teachers are described when different formats of language assessment are discussed. In particular, examples of effective and efficient formats of assessment will be given by referring to an analysis of a test of academic literacy administered to senior secondary school students in their pre-university year. Those examples have clear applications in other language learning settings. The paper concludes with a challenge to teachers: to experiment with new assessment designs, and to learn how to interpret the results of assessment in order to plan language instruction more effectively.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="81483ee2acd124b20531119b0d3a9567" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60202328,"asset_id":40009157,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60202328/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40009157"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40009157"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40009157; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40009157]").text(description); $(".js-view-count[data-work-id=40009157]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40009157; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40009157']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40009157, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "81483ee2acd124b20531119b0d3a9567" } } $('.js-work-strip[data-work-id=40009157]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40009157,"title":"[2019] Assessment literacy and the good language teacher: four principles and their applications","translated_title":"","metadata":{"doi":"10.4314/jlt.v53i1.5","abstract":"There is currently a great deal of interest in language teachers' competence in assessing language ability. Their competence in this regard, or lack of it, has much to do with their initial training and professional biases. Taking as example the teaching and learning of one specific kind of language, academic discourse, this paper discusses a number of assessment techniques that language teachers could apply to language teaching at school, or in other contexts of language tuition. Its basis is four basic principles of language assessment: reliability, validity, interpretability of results, and efficiency. These four principles are important to all assessments designed by language teachers. Some assessment techniques that have not yet widely been used to their full potential by teachers are described when different formats of language assessment are discussed. In particular, examples of effective and efficient formats of assessment will be given by referring to an analysis of a test of academic literacy administered to senior secondary school students in their pre-university year. Those examples have clear applications in other language learning settings. The paper concludes with a challenge to teachers: to experiment with new assessment designs, and to learn how to interpret the results of assessment in order to plan language instruction more effectively.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Journal for Language Teaching"},"translated_abstract":"There is currently a great deal of interest in language teachers' competence in assessing language ability. Their competence in this regard, or lack of it, has much to do with their initial training and professional biases. Taking as example the teaching and learning of one specific kind of language, academic discourse, this paper discusses a number of assessment techniques that language teachers could apply to language teaching at school, or in other contexts of language tuition. Its basis is four basic principles of language assessment: reliability, validity, interpretability of results, and efficiency. These four principles are important to all assessments designed by language teachers. Some assessment techniques that have not yet widely been used to their full potential by teachers are described when different formats of language assessment are discussed. In particular, examples of effective and efficient formats of assessment will be given by referring to an analysis of a test of academic literacy administered to senior secondary school students in their pre-university year. Those examples have clear applications in other language learning settings. The paper concludes with a challenge to teachers: to experiment with new assessment designs, and to learn how to interpret the results of assessment in order to plan language instruction more effectively.","internal_url":"https://www.academia.edu/40009157/_2019_Assessment_literacy_and_the_good_language_teacher_four_principles_and_their_applications","translated_internal_url":"","created_at":"2019-08-04T12:23:50.337-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":60202328,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60202328/thumbnails/1.jpg","file_name":"Assessment-literacy-and-the-good-language-teacher20190804-9583-1fftane.pdf","download_url":"https://www.academia.edu/attachments/60202328/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2019_Assessment_literacy_and_the_good_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60202328/Assessment-literacy-and-the-good-language-teacher20190804-9583-1fftane-libre.pdf?1564947140=\u0026response-content-disposition=attachment%3B+filename%3D2019_Assessment_literacy_and_the_good_l.pdf\u0026Expires=1734040191\u0026Signature=SQpi2PeAsoloyzAGaWA1lyjAj7popnHxC9sezFimchQcVg-dm-ux0G1XV2WwWvpbbgHPBScc1taoiSXT2MJZBfXAzgffHJejsscGMLNNiqJVZy3XA~PSCyZrxNwLXSpUOgkjXDvQtkRfS2pu8sYlTIiLhAWRFRgKt2FpbXtCC1SIjzlzQ0xEYnFT~6wKJz-LzYBb1epXRMO59CgZp5TihNkKCi1etrkJ4h2wouW2wPsyBVf-HKyyxExmuY3nh7tdmd2lUltAL5uW0o5FGR~xfnOSPS3IbJRbJjLCERUPL5PM17ONA-dnv8YjwqX8KHGwrdFDIdMJOCJVRFeoTQqSDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2019_Assessment_literacy_and_the_good_language_teacher_four_principles_and_their_applications","translated_slug":"","page_count":19,"language":"en","content_type":"Work","summary":"There is currently a great deal of interest in language teachers' competence in assessing language ability. Their competence in this regard, or lack of it, has much to do with their initial training and professional biases. Taking as example the teaching and learning of one specific kind of language, academic discourse, this paper discusses a number of assessment techniques that language teachers could apply to language teaching at school, or in other contexts of language tuition. Its basis is four basic principles of language assessment: reliability, validity, interpretability of results, and efficiency. These four principles are important to all assessments designed by language teachers. Some assessment techniques that have not yet widely been used to their full potential by teachers are described when different formats of language assessment are discussed. In particular, examples of effective and efficient formats of assessment will be given by referring to an analysis of a test of academic literacy administered to senior secondary school students in their pre-university year. Those examples have clear applications in other language learning settings. The paper concludes with a challenge to teachers: to experiment with new assessment designs, and to learn how to interpret the results of assessment in order to plan language instruction more effectively.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":60202328,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60202328/thumbnails/1.jpg","file_name":"Assessment-literacy-and-the-good-language-teacher20190804-9583-1fftane.pdf","download_url":"https://www.academia.edu/attachments/60202328/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2019_Assessment_literacy_and_the_good_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60202328/Assessment-literacy-and-the-good-language-teacher20190804-9583-1fftane-libre.pdf?1564947140=\u0026response-content-disposition=attachment%3B+filename%3D2019_Assessment_literacy_and_the_good_l.pdf\u0026Expires=1734040191\u0026Signature=SQpi2PeAsoloyzAGaWA1lyjAj7popnHxC9sezFimchQcVg-dm-ux0G1XV2WwWvpbbgHPBScc1taoiSXT2MJZBfXAzgffHJejsscGMLNNiqJVZy3XA~PSCyZrxNwLXSpUOgkjXDvQtkRfS2pu8sYlTIiLhAWRFRgKt2FpbXtCC1SIjzlzQ0xEYnFT~6wKJz-LzYBb1epXRMO59CgZp5TihNkKCi1etrkJ4h2wouW2wPsyBVf-HKyyxExmuY3nh7tdmd2lUltAL5uW0o5FGR~xfnOSPS3IbJRbJjLCERUPL5PM17ONA-dnv8YjwqX8KHGwrdFDIdMJOCJVRFeoTQqSDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment"},{"id":400788,"name":"Language Teachers","url":"https://www.academia.edu/Documents/in/Language_Teachers"},{"id":3232578,"name":"Language Assessment Literacy (LAL)","url":"https://www.academia.edu/Documents/in/Language_Assessment_Literacy_LAL_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="39826356"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39826356/_2019_Validation_and_the_further_disclosures_of_language_test_design"><img alt="Research paper thumbnail of [2019] Validation and the further disclosures of language test design" class="work-thumbnail" src="https://attachments.academia-assets.com/60014070/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39826356/_2019_Validation_and_the_further_disclosures_of_language_test_design">[2019] Validation and the further disclosures of language test design</a></div><div class="wp-workCard_item"><span>Koers</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The subjective validation of language tests and their objective validity remain contested. The de...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The subjective validation of language tests and their objective validity remain contested. The debate is clouded by a lack of conceptual clarity: every measure of the adequacy of a test is either subsumed under validity, or other test features are promoted to prime consideration. An alternative is to recognize the technical dimension of experience as the leading function of applied linguistic artefacts such as language tests. In its coherence with other dimensions of reality, the technical aspect generates echoes of those others. These references to other facets are the basis of technically stamped, applied linguistic concepts. While a previous analysis referred to a number of foundational concepts in test design, this paper examines the traces of the lingual, social, economic and ethical aspects within the technical. These are all regulative technical ideas, acting as lodestars in the design of language tests. They are disclosures of the technical meaning of test design. Moreover, they allow applied linguistics to conceive of them as design principles, which must be given concrete shape and form in the actual development of language tests. Acknowledging this state of affairs enables the applied linguist to develop a robust and non-reductionist theory of applied linguistics.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="62a144a37bb4ffb4ff7bbec6e029f673" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60014070,"asset_id":39826356,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60014070/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39826356"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39826356"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39826356; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39826356]").text(description); $(".js-view-count[data-work-id=39826356]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39826356; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39826356']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39826356, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "62a144a37bb4ffb4ff7bbec6e029f673" } } $('.js-work-strip[data-work-id=39826356]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39826356,"title":"[2019] Validation and the further disclosures of language test design","translated_title":"","metadata":{"doi":"10.19108/KOERS.84.1.2452","abstract":"The subjective validation of language tests and their objective validity remain contested. The debate is clouded by a lack of conceptual clarity: every measure of the adequacy of a test is either subsumed under validity, or other test features are promoted to prime consideration. An alternative is to recognize the technical dimension of experience as the leading function of applied linguistic artefacts such as language tests. In its coherence with other dimensions of reality, the technical aspect generates echoes of those others. These references to other facets are the basis of technically stamped, applied linguistic concepts. While a previous analysis referred to a number of foundational concepts in test design, this paper examines the traces of the lingual, social, economic and ethical aspects within the technical. These are all regulative technical ideas, acting as lodestars in the design of language tests. They are disclosures of the technical meaning of test design. 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Validation and validity are the subjective and objective sides of the process of building a systematic argument for the adequacy of tests. Currently, validation is conceptualized as being dependent on the validity of the interpretation of the results of the instrument. Yet when a test yields a score, that is a first indication of its adequacy or validity. As the history of validity theory shows, adequacy is further disclosed with reference to the theoretical defensibility ("construct validity") of a language test. That analogical analytical disclosure of validity is taken further in the lingually analogical question of whether the test scores are interpretable, and meaningful. This paper will illustrate these various degrees of adequacy with reference mainly to empirical analyses of a number of tests of academic literacy, from preschool level tests of emergent literacy, to measurements of postgraduate students' ability to cope with the language demands of their study. Further disclosures of language test design will be dealt with more comprehensively in a follow-up paper. Both papers present an analysis of how such disclosures relate to a theoretical framework for responsible test design.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1f05287b491b74e4b69e035b6cb044a5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60013843,"asset_id":39826164,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60013843/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39826164"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39826164"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39826164; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39826164]").text(description); $(".js-view-count[data-work-id=39826164]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39826164; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39826164']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39826164, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1f05287b491b74e4b69e035b6cb044a5" } } $('.js-work-strip[data-work-id=39826164]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39826164,"title":"[2019] Degrees of adequacy: the disclosure of levels of validity in language assessment","translated_title":"","metadata":{"doi":"10.19108/koers.84.1.2451","abstract":"The conceptualization of validity remains contested in educational assessment in general, and in language assessment in particular. 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Validation and validity are the subjective and objective sides of the process of building a systematic argument for the adequacy of tests. Currently, validation is conceptualized as being dependent on the validity of the interpretation of the results of the instrument. Yet when a test yields a score, that is a first indication of its adequacy or validity. As the history of validity theory shows, adequacy is further disclosed with reference to the theoretical defensibility (\"construct validity\") of a language test. That analogical analytical disclosure of validity is taken further in the lingually analogical question of whether the test scores are interpretable, and meaningful. This paper will illustrate these various degrees of adequacy with reference mainly to empirical analyses of a number of tests of academic literacy, from preschool level tests of emergent literacy, to measurements of postgraduate students' ability to cope with the language demands of their study. Further disclosures of language test design will be dealt with more comprehensively in a follow-up paper. Both papers present an analysis of how such disclosures relate to a theoretical framework for responsible test design. ","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":60013843,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60013843/thumbnails/1.jpg","file_name":"Degrees-of-adequacy-levels-of-validity-in-language-assessment20190715-120994-1mf2i26.pdf","download_url":"https://www.academia.edu/attachments/60013843/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2019_Degrees_of_adequacy_the_disclosure.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60013843/Degrees-of-adequacy-levels-of-validity-in-language-assessment20190715-120994-1mf2i26-libre.pdf?1563207618=\u0026response-content-disposition=attachment%3B+filename%3D2019_Degrees_of_adequacy_the_disclosure.pdf\u0026Expires=1734040191\u0026Signature=cqgQK3YquC-gPKH-UYwhrzRfwIeRD3fmU6wMI8CBS-1qrPSQBtqA4Gh9MZZ7Xrea9w1QeAzkZbKZyv1989NURTPJXZnpqOlmanMm7KuANgkWhDFAcl-1E-vPc6K9on13nagmawB0KqzZHELFk45wdIm-nVLzrhTR1zrOIgwST-DlCnBVU89csDP~4fc75iuqf-GH~5ZmNoDEZYpmHQGWAJZYbDrIPByK~7KtNzI2MAzqgq-37g1ob6oYAc0gvQT1S3l9PgBRBVm~EfTIoRoXohSLWxivm1O3o8jQfA68rqn9abm7vWPzs~nZvwotad5rJsgUbylEesSiOYvAeWk~bw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4949,"name":"Language Testing","url":"https://www.academia.edu/Documents/in/Language_Testing"},{"id":36899,"name":"Academic literacy","url":"https://www.academia.edu/Documents/in/Academic_literacy"},{"id":51513,"name":"Test Validation","url":"https://www.academia.edu/Documents/in/Test_Validation"},{"id":67198,"name":"Test Validity","url":"https://www.academia.edu/Documents/in/Test_Validity"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity"},{"id":2738036,"name":"Applied linguistics, theory of","url":"https://www.academia.edu/Documents/in/Applied_linguistics_theory_of"},{"id":2793866,"name":"Tests of academic literacy","url":"https://www.academia.edu/Documents/in/Tests_of_academic_literacy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="39825821"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39825821/_2019_Definition_and_design_Aligning_language_interventions_in_education"><img alt="Research paper thumbnail of [2019] Definition and design: Aligning language interventions in education" class="work-thumbnail" src="https://attachments.academia-assets.com/60013514/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39825821/_2019_Definition_and_design_Aligning_language_interventions_in_education">[2019] Definition and design: Aligning language interventions in education</a></div><div class="wp-workCard_item"><span>Stellenbosch Papers in Linguistics Plus (SPiL Plus) </span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The management of language diversity and the level of mastery of language required by educational...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The management of language diversity and the level of mastery of language required by educational institutions affect those institutions from early education through to higher education. This paper deals with three dimensions of how language is managed and developed in education. The first dimension is the design of interventions for educational environments at policy level, as well as for instruction and for language development. The second concerns defining the kind of competence needed to handle the language demands of an academic institution. The interventions can be productive if reference is made throughout to the conditions or design principles that language policies and language courses must meet. The third dimension concerns meeting an important requirement: the alignment of the interventions of language policy, language assessment and language development (and the language instruction that supports the latter). This paper employs a widely-used definition of "academic literacy" to illustrate how this definition supports the design of language assessments and language courses. It is an additional critical condition for effective intervention design that assessments and language instruction (and development) work together in harmony. Misalignment among them is likely to affect the original intention of the designs negatively. Similarly, if those interventions are not supported by institutional policies, the plan will have little effect. The principle of alignment is an important, but not the only, design condition. The paper will therefore conclude with an overview of a comprehensive framework of design principles for language artefacts that may serve to enhance their responsible design.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="66b4decafac555efd561394093b61808" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60013514,"asset_id":39825821,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60013514/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39825821"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39825821"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39825821; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39825821]").text(description); $(".js-view-count[data-work-id=39825821]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39825821; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39825821']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39825821, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "66b4decafac555efd561394093b61808" } } $('.js-work-strip[data-work-id=39825821]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39825821,"title":"[2019] Definition and design: Aligning language interventions in education","translated_title":"","metadata":{"doi":"10.5842/56-0-782","abstract":"The management of language diversity and the level of mastery of language required by educational institutions affect those institutions from early education through to higher education. 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The paper will therefore conclude with an overview of a comprehensive framework of design principles for language artefacts that may serve to enhance their responsible design.","more_info":"See blog at: https://albertweideman.com/2019/04/10/get-them-in-line-language-policy-language-tests-and-language-teaching/","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Stellenbosch Papers in Linguistics Plus (SPiL Plus) "},"translated_abstract":"The management of language diversity and the level of mastery of language required by educational institutions affect those institutions from early education through to higher education. This paper deals with three dimensions of how language is managed and developed in education. The first dimension is the design of interventions for educational environments at policy level, as well as for instruction and for language development. The second concerns defining the kind of competence needed to handle the language demands of an academic institution. The interventions can be productive if reference is made throughout to the conditions or design principles that language policies and language courses must meet. The third dimension concerns meeting an important requirement: the alignment of the interventions of language policy, language assessment and language development (and the language instruction that supports the latter). This paper employs a widely-used definition of \"academic literacy\" to illustrate how this definition supports the design of language assessments and language courses. It is an additional critical condition for effective intervention design that assessments and language instruction (and development) work together in harmony. Misalignment among them is likely to affect the original intention of the designs negatively. Similarly, if those interventions are not supported by institutional policies, the plan will have little effect. The principle of alignment is an important, but not the only, design condition. The paper will therefore conclude with an overview of a comprehensive framework of design principles for language artefacts that may serve to enhance their responsible design.","internal_url":"https://www.academia.edu/39825821/_2019_Definition_and_design_Aligning_language_interventions_in_education","translated_internal_url":"","created_at":"2019-07-15T08:41:34.698-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":60013514,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60013514/thumbnails/1.jpg","file_name":"Alignment_of_language-policy_language-testing_language-development20190715-127967-1fzmzbx.pdf","download_url":"https://www.academia.edu/attachments/60013514/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2019_Definition_and_design_Aligning_lan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60013514/Alignment_of_language-policy_language-testing_language-development20190715-127967-1fzmzbx-libre.pdf?1563205511=\u0026response-content-disposition=attachment%3B+filename%3D2019_Definition_and_design_Aligning_lan.pdf\u0026Expires=1734040191\u0026Signature=A62IRHQ3W8NO4W4U3tVLUpCaCSoDpLU~0GFxlBjeQszyWLYmcTHAp8RJ9qDV8~B-9BttiZ99mbeizgAZBR0UrvuFkjFLPuMTwv3KMdSvGHE0HWY5KMqij5aOSf-6QV~PE6l~TdwlyoFqG8Qu8Kn~n~BwP~MpsNxoObbmnUaLUevuY88k3t73rzjs4gez3IM8Wze8~vQzX4FLvtJiB5bOmTE-LilTiubvQGT~6cQ27KDh3hzmmLB8w5THqQ2XWOKAfYoJahMtqa6MeZaLck2a0hlDwzOXF1S4qcLLKMjEHG3lvtlKMlwHRk5c3I5IXG-64WTUqmHyUEUUhmesC7tk7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2019_Definition_and_design_Aligning_language_interventions_in_education","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"The management of language diversity and the level of mastery of language required by educational institutions affect those institutions from early education through to higher education. 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It is an additional critical condition for effective intervention design that assessments and language instruction (and development) work together in harmony. Misalignment among them is likely to affect the original intention of the designs negatively. Similarly, if those interventions are not supported by institutional policies, the plan will have little effect. The principle of alignment is an important, but not the only, design condition. 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However, such recognition of diversity presents several challenges to accommodate potential variation. In language education at secondary school, which is nationally assessed, the variety being promoted immediately raises issues of fairness and equivalence. The final high-stakes examination of learners’ ability in home language at the exit level of their pre-tertiary education is currently contentious in South Africa. It is known, for example, that in certain indigenous languages, the exit level assessments barely discriminate among learners with different abilities, while in other languages they do. For that reason, the Council for Quality Assurance in General and Further Education, Umalusi, has commissioned several reports to attempt to understand the nature of the problem. This article will deal with a discussion of a fourth attempt by Umalusi to solve the problem. That attempt, undertaken by a consortium of four universities, has already delivered six interim reports to this statutory body, and the article will consider some of their content and methodology. In their reconceptualisation of the problem, the applied linguists involved first sought to identify the theoretical roots of the current curriculum in order to articulate more sharply the construct being assessed. That provides the basis for a theoretical justification of the several solutions being proposed, as well as for the preliminary designs of modifications to current, and the introduction of new assessments. The impact of equivalence of measurement as a design requirement will be specifically discussed, with reference to the empirical analyses of results of a number of pilots of equivalent tests in different languages.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f054ec4d9a6bf4d51f9ad8fc4143b75d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53675826,"asset_id":33405980,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53675826/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405980"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405980"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405980; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405980]").text(description); $(".js-view-count[data-work-id=33405980]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405980; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405980']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405980, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f054ec4d9a6bf4d51f9ad8fc4143b75d" } } $('.js-work-strip[data-work-id=33405980]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405980,"title":"[2017] Diversity, variation and fairness: Equivalence in national level language assessments","translated_title":"","metadata":{"issue":"1","volume":"38","abstract":"The post-1994 South African constitution proudly affirms the language diversity of the country, as do subsequent laws, while ministerial policies, both at further and higher education level, similarly promote the use of all 11 official languages in education. However, such recognition of diversity presents several challenges to accommodate potential variation. In language education at secondary school, which is nationally assessed, the variety being promoted immediately raises issues of fairness and equivalence. The final high-stakes examination of learners’ ability in home language at the exit level of their pre-tertiary education is currently contentious in South Africa. It is known, for example, that in certain indigenous languages, the exit level assessments barely discriminate among learners with different abilities, while in other languages they do. For that reason, the Council for Quality Assurance in General and Further Education, Umalusi, has commissioned several reports to attempt to understand the nature of the problem. This article will deal with a discussion of a fourth attempt by Umalusi to solve the problem. That attempt, undertaken by a consortium of four universities, has already delivered six interim reports to this statutory body, and the article will consider some of their content and methodology. In their reconceptualisation of the problem, the applied linguists involved first sought to identify the theoretical roots of the current curriculum in order to articulate more sharply the construct being assessed. That provides the basis for a theoretical justification of the several solutions being proposed, as well as for the preliminary designs of modifications to current, and the introduction of new assessments. The impact of equivalence of measurement as a design requirement will be specifically discussed, with reference to the empirical analyses of results of a number of pilots of equivalent tests in different languages.","location":"Online","more_info":"Copyright: © 2017. The Author(s). Licensee: AOSIS. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","publisher":"AOSIS","journal_name":"Literator: Journal of Literary Criticism, Comparative Linguistics and Literary Studies","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Literator"},"translated_abstract":"The post-1994 South African constitution proudly affirms the language diversity of the country, as do subsequent laws, while ministerial policies, both at further and higher education level, similarly promote the use of all 11 official languages in education. However, such recognition of diversity presents several challenges to accommodate potential variation. In language education at secondary school, which is nationally assessed, the variety being promoted immediately raises issues of fairness and equivalence. The final high-stakes examination of learners’ ability in home language at the exit level of their pre-tertiary education is currently contentious in South Africa. It is known, for example, that in certain indigenous languages, the exit level assessments barely discriminate among learners with different abilities, while in other languages they do. For that reason, the Council for Quality Assurance in General and Further Education, Umalusi, has commissioned several reports to attempt to understand the nature of the problem. This article will deal with a discussion of a fourth attempt by Umalusi to solve the problem. That attempt, undertaken by a consortium of four universities, has already delivered six interim reports to this statutory body, and the article will consider some of their content and methodology. In their reconceptualisation of the problem, the applied linguists involved first sought to identify the theoretical roots of the current curriculum in order to articulate more sharply the construct being assessed. That provides the basis for a theoretical justification of the several solutions being proposed, as well as for the preliminary designs of modifications to current, and the introduction of new assessments. The impact of equivalence of measurement as a design requirement will be specifically discussed, with reference to the empirical analyses of results of a number of pilots of equivalent tests in different languages.","internal_url":"https://www.academia.edu/33405980/_2017_Diversity_variation_and_fairness_Equivalence_in_national_level_language_assessments","translated_internal_url":"","created_at":"2017-06-10T13:45:52.647-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":29526658,"work_id":33405980,"tagging_user_id":361286,"tagged_user_id":49265380,"co_author_invite_id":null,"email":"d***n@gmail.com","display_order":1,"name":"Colleen du Plessis","title":"[2017] Diversity, variation and fairness: Equivalence in national level language assessments"},{"id":29526726,"work_id":33405980,"tagging_user_id":361286,"tagged_user_id":1585001,"co_author_invite_id":null,"email":"2***6@student.ufs.ac.za","display_order":2,"name":"Sanet Steyn","title":"[2017] Diversity, variation and fairness: Equivalence in national level language assessments"}],"downloadable_attachments":[{"id":53675826,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53675826/thumbnails/1.jpg","file_name":"Diversity__variation_and_fairness.pdf","download_url":"https://www.academia.edu/attachments/53675826/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2017_Diversity_variation_and_fairness_E.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53675826/Diversity__variation_and_fairness-libre.pdf?1498557314=\u0026response-content-disposition=attachment%3B+filename%3D2017_Diversity_variation_and_fairness_E.pdf\u0026Expires=1733992113\u0026Signature=ax4PZvt0EjDEBSePCiwSf12~g1gHtTClHFmICX~~nNLg9A8tCtOwJ-9~Sk3dMHtr0J-YmY2UJWjJRCgeOMFwPzILapeJs6gz~l-EE4KU9cI4~hG9w4XmwJgfv-DV6UElNa7WV5KAuLAaHtmQBS14Ojs-VjOijFfQH7E7ya8R4WtXhgu4hVJGm-UGzlZKIwWarVLl2~HP75omI9ILTLJhDBQ9nqlujgsdV1Ls1sTaxRo1aBtPCtxMSzfs0xg7FS8-v8xKlYTffV0Tm93orDGiZ31rHAZowkQn3pr2w0CPIahZIMrguvGjnHXzimRJF1mJ51bg-ElBaconkTleQq4qxw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2017_Diversity_variation_and_fairness_Equivalence_in_national_level_language_assessments","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"The post-1994 South African constitution proudly affirms the language diversity of the country, as do subsequent laws, while ministerial policies, both at further and higher education level, similarly promote the use of all 11 official languages in education. However, such recognition of diversity presents several challenges to accommodate potential variation. In language education at secondary school, which is nationally assessed, the variety being promoted immediately raises issues of fairness and equivalence. The final high-stakes examination of learners’ ability in home language at the exit level of their pre-tertiary education is currently contentious in South Africa. It is known, for example, that in certain indigenous languages, the exit level assessments barely discriminate among learners with different abilities, while in other languages they do. For that reason, the Council for Quality Assurance in General and Further Education, Umalusi, has commissioned several reports to attempt to understand the nature of the problem. This article will deal with a discussion of a fourth attempt by Umalusi to solve the problem. That attempt, undertaken by a consortium of four universities, has already delivered six interim reports to this statutory body, and the article will consider some of their content and methodology. In their reconceptualisation of the problem, the applied linguists involved first sought to identify the theoretical roots of the current curriculum in order to articulate more sharply the construct being assessed. That provides the basis for a theoretical justification of the several solutions being proposed, as well as for the preliminary designs of modifications to current, and the introduction of new assessments. The impact of equivalence of measurement as a design requirement will be specifically discussed, with reference to the empirical analyses of results of a number of pilots of equivalent tests in different languages.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":53675826,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53675826/thumbnails/1.jpg","file_name":"Diversity__variation_and_fairness.pdf","download_url":"https://www.academia.edu/attachments/53675826/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2017_Diversity_variation_and_fairness_E.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53675826/Diversity__variation_and_fairness-libre.pdf?1498557314=\u0026response-content-disposition=attachment%3B+filename%3D2017_Diversity_variation_and_fairness_E.pdf\u0026Expires=1733992113\u0026Signature=ax4PZvt0EjDEBSePCiwSf12~g1gHtTClHFmICX~~nNLg9A8tCtOwJ-9~Sk3dMHtr0J-YmY2UJWjJRCgeOMFwPzILapeJs6gz~l-EE4KU9cI4~hG9w4XmwJgfv-DV6UElNa7WV5KAuLAaHtmQBS14Ojs-VjOijFfQH7E7ya8R4WtXhgu4hVJGm-UGzlZKIwWarVLl2~HP75omI9ILTLJhDBQ9nqlujgsdV1Ls1sTaxRo1aBtPCtxMSzfs0xg7FS8-v8xKlYTffV0Tm93orDGiZ31rHAZowkQn3pr2w0CPIahZIMrguvGjnHXzimRJF1mJ51bg-ElBaconkTleQq4qxw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment"}],"urls":[{"id":8192985,"url":"https://doi.org/10.4102/lit.v38i1.1319"},{"id":8312855,"url":"http://www.literator.org.za/index.php/literator/article/view/1319/2297"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33405973"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33405973/_2017_Does_responsibility_encompass_ethicality_and_accountability_in_language_assessment"><img alt="Research paper thumbnail of [2017] Does responsibility encompass ethicality and accountability in language assessment?" class="work-thumbnail" src="https://attachments.academia-assets.com/54587828/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33405973/_2017_Does_responsibility_encompass_ethicality_and_accountability_in_language_assessment">[2017] Does responsibility encompass ethicality and accountability in language assessment?</a></div><div class="wp-workCard_item"><span>Language & Communication</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A central conceptual issue in language assessment in general, and in the work of Alan Davies in p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A central conceptual issue in language assessment in general, and in the work of Alan Davies in particular, is never fully resolved. How is responsible language test design related to ethicality? This unfinished business goes back to the unresolved debate about validity and validation, that has resulted in a loss of conceptual clarity about sound language assessment. The contradictions inherent in first declaring validity to be the overarching concept, and then attempting to expand it by promoting other ideas to be the prime considerations, further confuse the issue. This contribution argues that such expansion is unhelpful. A way out is to look at language test design as being responsive to certain typical and general conditions. In that relationship, between the (subjective) making of the test as an artefact that presents us with a response to certain design principles, and the designed object, the actual test itself, lies a potential way out of the impasse.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a87c2d032c3ae63c6ad64515e1a5bb7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54587828,"asset_id":33405973,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54587828/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405973"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405973"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405973; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405973]").text(description); $(".js-view-count[data-work-id=33405973]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405973; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405973']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405973, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a87c2d032c3ae63c6ad64515e1a5bb7" } } $('.js-work-strip[data-work-id=33405973]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405973,"title":"[2017] Does responsibility encompass ethicality and accountability in language assessment?","translated_title":"","metadata":{"doi":"10.1016/j.langcom.2016.12.004","abstract":"A central conceptual issue in language assessment in general, and in the work of Alan Davies in particular, is never fully resolved. How is responsible language test design related to ethicality? This unfinished business goes back to the unresolved debate about validity and validation, that has resulted in a loss of conceptual clarity about sound language assessment. The contradictions inherent in first declaring validity to be the overarching concept, and then attempting to expand it by promoting other ideas to be the prime considerations, further confuse the issue. This contribution argues that such expansion is unhelpful. A way out is to look at language test design as being responsive to certain typical and general conditions. In that relationship, between the (subjective) making of the test as an artefact that presents us with a response to certain design principles, and the designed object, the actual test itself, lies a potential way out of the impasse.","more_info":"In Press, corrected proof available online 17 January 2017","publisher":"Elsevier","journal_name":"Language \u0026 Communication","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Language \u0026 Communication"},"translated_abstract":"A central conceptual issue in language assessment in general, and in the work of Alan Davies in particular, is never fully resolved. How is responsible language test design related to ethicality? This unfinished business goes back to the unresolved debate about validity and validation, that has resulted in a loss of conceptual clarity about sound language assessment. The contradictions inherent in first declaring validity to be the overarching concept, and then attempting to expand it by promoting other ideas to be the prime considerations, further confuse the issue. This contribution argues that such expansion is unhelpful. A way out is to look at language test design as being responsive to certain typical and general conditions. In that relationship, between the (subjective) making of the test as an artefact that presents us with a response to certain design principles, and the designed object, the actual test itself, lies a potential way out of the impasse.","internal_url":"https://www.academia.edu/33405973/_2017_Does_responsibility_encompass_ethicality_and_accountability_in_language_assessment","translated_internal_url":"","created_at":"2017-06-10T13:45:52.276-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":54587828,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54587828/thumbnails/1.jpg","file_name":"Responsibility-ethicality-and-accountability-in-language-assessment-post-print.pdf","download_url":"https://www.academia.edu/attachments/54587828/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2017_Does_responsibility_encompass_ethi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54587828/Responsibility-ethicality-and-accountability-in-language-assessment-post-print-libre.pdf?1506832242=\u0026response-content-disposition=attachment%3B+filename%3D2017_Does_responsibility_encompass_ethi.pdf\u0026Expires=1734040191\u0026Signature=PXj80TPJOZ5DjyWxmI7XWrCbteSI2GQgczciecEz8TiYSRt047RfXw~gtfn~lyWOyC4CRN3UJ07wRbjvyf-gOAAeul2DscKJlhZjMuudG8-Kp6wJ9CU1I6KFmS2PElORO6CR49vr8Tq3rktpj1ItZSZLGewt3FnISmX0B0FGdfiAajuWkz2AFSCou0ez~0NBzavMlLb5POOMjgcN2VoMeH6oRhiOt6LpDkOOre8CkVBITtv4TtBHez74-F-A2eNt93DLtzXkQibMi~9yR2nSfXxN1Uol7FtRBocIj4-K0Sn4mmegrizAkm1KTiXHlMcZ5WC0GHNTlOfjPMlo4RYVGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2017_Does_responsibility_encompass_ethicality_and_accountability_in_language_assessment","translated_slug":"","page_count":19,"language":"en","content_type":"Work","summary":"A central conceptual issue in language assessment in general, and in the work of Alan Davies in particular, is never fully resolved. How is responsible language test design related to ethicality? This unfinished business goes back to the unresolved debate about validity and validation, that has resulted in a loss of conceptual clarity about sound language assessment. The contradictions inherent in first declaring validity to be the overarching concept, and then attempting to expand it by promoting other ideas to be the prime considerations, further confuse the issue. This contribution argues that such expansion is unhelpful. A way out is to look at language test design as being responsive to certain typical and general conditions. In that relationship, between the (subjective) making of the test as an artefact that presents us with a response to certain design principles, and the designed object, the actual test itself, lies a potential way out of the impasse.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":54587828,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54587828/thumbnails/1.jpg","file_name":"Responsibility-ethicality-and-accountability-in-language-assessment-post-print.pdf","download_url":"https://www.academia.edu/attachments/54587828/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2017_Does_responsibility_encompass_ethi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54587828/Responsibility-ethicality-and-accountability-in-language-assessment-post-print-libre.pdf?1506832242=\u0026response-content-disposition=attachment%3B+filename%3D2017_Does_responsibility_encompass_ethi.pdf\u0026Expires=1734040191\u0026Signature=PXj80TPJOZ5DjyWxmI7XWrCbteSI2GQgczciecEz8TiYSRt047RfXw~gtfn~lyWOyC4CRN3UJ07wRbjvyf-gOAAeul2DscKJlhZjMuudG8-Kp6wJ9CU1I6KFmS2PElORO6CR49vr8Tq3rktpj1ItZSZLGewt3FnISmX0B0FGdfiAajuWkz2AFSCou0ez~0NBzavMlLb5POOMjgcN2VoMeH6oRhiOt6LpDkOOre8CkVBITtv4TtBHez74-F-A2eNt93DLtzXkQibMi~9yR2nSfXxN1Uol7FtRBocIj4-K0Sn4mmegrizAkm1KTiXHlMcZ5WC0GHNTlOfjPMlo4RYVGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment"}],"urls":[{"id":8193023,"url":"https://doi.org/10.1016/j.langcom.2016.12.004"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33405975"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33405975/_2017_Is_die_toegepaste_taalkunde_n_onderdeel_van_die_linguistiek_Is_applied_linguistics_part_of_linguistics"><img alt="Research paper thumbnail of [2017] Is die toegepaste taalkunde 'n onderdeel van die linguistiek = Is applied linguistics part of linguistics?" class="work-thumbnail" src="https://attachments.academia-assets.com/53676094/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33405975/_2017_Is_die_toegepaste_taalkunde_n_onderdeel_van_die_linguistiek_Is_applied_linguistics_part_of_linguistics">[2017] Is die toegepaste taalkunde 'n onderdeel van die linguistiek = Is applied linguistics part of linguistics?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In historical perspective applied linguistics is a fairly recent discipline, which may explain so...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In historical perspective applied linguistics is a fairly recent discipline, which may explain some of the contestation that still surrounds its definition. There is in fact a multiplicity ofways in which it is conceptualised: each of at least seven different traditions of working in the field defines applied linguistics differently. Today, multi-, inter- and even trans-disciplinarity are once again fashionable terms in applied linguistics. It is surprising, then, tofind views ofapplied linguistics that tie it closely and sometimes exclusively to linguistics, as at its inception 60 or more years ago. A discipline cannot claim to have both a singular and a multi-source base. In fact, viewing applied linguistics as part of linguistics or positing linguistics as its "mother discipline" has clearly modernist roots, as was acknowledged as far back as 1985, when it became evident that the exclusive link between linguistics and applied linguistics was untenable. <br />In a recent (2015) volume of the journal Applied Linguistics (36[4]) seven specialists and their editor bring together a number of conceptualisations of the field under the theme of "Definitions for applied linguistics". In assessing these contributions, as well as other recent attempts to conceptualise the field, the paper employs a systematic argument that refutes the notion that there is a conceptual continuity between linguistics and applied linguistics. The argument utilises the philosophical idea that disciplines are best defined with reference not to concrete entities, such as "language ", but rather by referring to theoretically distinguishable modalities or aspects of experience that function as conceptual entry points or angles. These modalities may be identified respectively as the lingual or semiotic aspect, which circumscribes linguistic conceptualisation, and the technical dimension of experience, that is at the centre of applied linguistic concept formation. <br />What reasons can then be found for the contradictory and sometimes self-contradictory current definitions of applied linguistics? One is that at its inception the name chosen for the field suggested, in keeping with its then modernist approach, that there were linguistic subdisciplines and insights that might readily be "applied" in the design of language teaching. This perspective did not endure, however, but the modernist pretence that "science" would show the way to the ultimate solution to language teaching design did. The current definition offered by the international applied linguistics organisation (AILA), for example, does nothing to dispel this pretence. There is a second historical reason for the continuing linkage of linguistics and applied linguistics. This is that some linguists, especially those working on sociolinguistic themes and interests, at one stage felt uncomfortable within the confines of linguistics, and so opted to work rather as "applied linguists". The historically dominant linguistic paradigm of the end of the 20th century, transformational-generative grammar (TGG), defined linguistics in such a way that their work was unwelcome in that discipline. However, while it may explain the organisational or institutional choice of another disciplinary locality, such discomfort does not warrant the suspension of conceptual clarity as to the character or the theoretical focus of both disciplines. <br />A third reason for the lack of conceptual clarity about the disciplinary focus of applied linguistics lies in the vagueness that accompanies current callsfor multi- or inter-disciplinarity. In fact, one of the dissenting opinions among those being reviewed contains an observation that those who urge applied linguists to embrace an inter-disciplinary base are merely attempting to persuade them to use philosophically inspired postmodernist paradigms that are already operative in otherfields, such as anthropology and sociology. Embracing the same methodology or paradigm acrossfields is a trans-disciplinary rather than a multi-disciplinary endeavour. The fact is that inter- or multi-disciplinarity, when left undefined, gives no clear conceptual understanding or guide to how one should or might legitimately or even appropriately proceed as applied linguist. <br />The question might be asked why one would in the first instance want to have a clear idea of the disciplinary boundaries of a field. Might working in an undefined manner not perhaps be more exciting, creative or productive? The renewed current attempts to define applied linguistics imply, however, that its practitioners do seek clarity, and do in fact value it. Moreover, if one s conceptualisation of a field is not clear, then naïve, unsophisticated or intuitive interpretations of what its work comprises may continue to flourish to the detriment of the quality ofwhat it can deliver. The paper will conclude with a consideration of why disciplinary definitions matter, and of how modernist and postmodernist conceptualisations of linguistics and of applied linguistics have effects on the work being done under their respective umbrellas. Paradigm choice and disciplinary awareness are central in avoiding becoming a victim of intellectual fashion, or of naïve interpretations of the nature of one's work.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7ffd3b941ba4116887aff73eb12fe567" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53676094,"asset_id":33405975,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53676094/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33405975"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33405975"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33405975; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33405975]").text(description); $(".js-view-count[data-work-id=33405975]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33405975; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33405975']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33405975, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7ffd3b941ba4116887aff73eb12fe567" } } $('.js-work-strip[data-work-id=33405975]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33405975,"title":"[2017] Is die toegepaste taalkunde 'n onderdeel van die linguistiek = Is applied linguistics part of linguistics?","translated_title":"","metadata":{"abstract":"In historical perspective applied linguistics is a fairly recent discipline, which may explain some of the contestation that still surrounds its definition. There is in fact a multiplicity ofways in which it is conceptualised: each of at least seven different traditions of working in the field defines applied linguistics differently. Today, multi-, inter- and even trans-disciplinarity are once again fashionable terms in applied linguistics. It is surprising, then, tofind views ofapplied linguistics that tie it closely and sometimes exclusively to linguistics, as at its inception 60 or more years ago. A discipline cannot claim to have both a singular and a multi-source base. In fact, viewing applied linguistics as part of linguistics or positing linguistics as its \"mother discipline\" has clearly modernist roots, as was acknowledged as far back as 1985, when it became evident that the exclusive link between linguistics and applied linguistics was untenable. \nIn a recent (2015) volume of the journal Applied Linguistics (36[4]) seven specialists and their editor bring together a number of conceptualisations of the field under the theme of \"Definitions for applied linguistics\". In assessing these contributions, as well as other recent attempts to conceptualise the field, the paper employs a systematic argument that refutes the notion that there is a conceptual continuity between linguistics and applied linguistics. The argument utilises the philosophical idea that disciplines are best defined with reference not to concrete entities, such as \"language \", but rather by referring to theoretically distinguishable modalities or aspects of experience that function as conceptual entry points or angles. These modalities may be identified respectively as the lingual or semiotic aspect, which circumscribes linguistic conceptualisation, and the technical dimension of experience, that is at the centre of applied linguistic concept formation. \nWhat reasons can then be found for the contradictory and sometimes self-contradictory current definitions of applied linguistics? One is that at its inception the name chosen for the field suggested, in keeping with its then modernist approach, that there were linguistic subdisciplines and insights that might readily be \"applied\" in the design of language teaching. This perspective did not endure, however, but the modernist pretence that \"science\" would show the way to the ultimate solution to language teaching design did. The current definition offered by the international applied linguistics organisation (AILA), for example, does nothing to dispel this pretence. There is a second historical reason for the continuing linkage of linguistics and applied linguistics. This is that some linguists, especially those working on sociolinguistic themes and interests, at one stage felt uncomfortable within the confines of linguistics, and so opted to work rather as \"applied linguists\". The historically dominant linguistic paradigm of the end of the 20th century, transformational-generative grammar (TGG), defined linguistics in such a way that their work was unwelcome in that discipline. However, while it may explain the organisational or institutional choice of another disciplinary locality, such discomfort does not warrant the suspension of conceptual clarity as to the character or the theoretical focus of both disciplines. \nA third reason for the lack of conceptual clarity about the disciplinary focus of applied linguistics lies in the vagueness that accompanies current callsfor multi- or inter-disciplinarity. In fact, one of the dissenting opinions among those being reviewed contains an observation that those who urge applied linguists to embrace an inter-disciplinary base are merely attempting to persuade them to use philosophically inspired postmodernist paradigms that are already operative in otherfields, such as anthropology and sociology. Embracing the same methodology or paradigm acrossfields is a trans-disciplinary rather than a multi-disciplinary endeavour. The fact is that inter- or multi-disciplinarity, when left undefined, gives no clear conceptual understanding or guide to how one should or might legitimately or even appropriately proceed as applied linguist. \nThe question might be asked why one would in the first instance want to have a clear idea of the disciplinary boundaries of a field. Might working in an undefined manner not perhaps be more exciting, creative or productive? The renewed current attempts to define applied linguistics imply, however, that its practitioners do seek clarity, and do in fact value it. Moreover, if one s conceptualisation of a field is not clear, then naïve, unsophisticated or intuitive interpretations of what its work comprises may continue to flourish to the detriment of the quality ofwhat it can deliver. The paper will conclude with a consideration of why disciplinary definitions matter, and of how modernist and postmodernist conceptualisations of linguistics and of applied linguistics have effects on the work being done under their respective umbrellas. Paradigm choice and disciplinary awareness are central in avoiding becoming a victim of intellectual fashion, or of naïve interpretations of the nature of one's work.","location":"Pretoria","more_info":"Vol 57, no 1 ","publisher":"Suid-Afrikaanse Akademie vir Wetenskap en Kuns","journal_name":"The Journal of Humanities = Tydskrif vir Geesteswetenskappe","organization":"Creative Commons licence: https://creativecommons.org/licenses/by/4.0/","publication_date":{"day":null,"month":null,"year":2017,"errors":{}}},"translated_abstract":"In historical perspective applied linguistics is a fairly recent discipline, which may explain some of the contestation that still surrounds its definition. There is in fact a multiplicity ofways in which it is conceptualised: each of at least seven different traditions of working in the field defines applied linguistics differently. Today, multi-, inter- and even trans-disciplinarity are once again fashionable terms in applied linguistics. It is surprising, then, tofind views ofapplied linguistics that tie it closely and sometimes exclusively to linguistics, as at its inception 60 or more years ago. A discipline cannot claim to have both a singular and a multi-source base. In fact, viewing applied linguistics as part of linguistics or positing linguistics as its \"mother discipline\" has clearly modernist roots, as was acknowledged as far back as 1985, when it became evident that the exclusive link between linguistics and applied linguistics was untenable. \nIn a recent (2015) volume of the journal Applied Linguistics (36[4]) seven specialists and their editor bring together a number of conceptualisations of the field under the theme of \"Definitions for applied linguistics\". In assessing these contributions, as well as other recent attempts to conceptualise the field, the paper employs a systematic argument that refutes the notion that there is a conceptual continuity between linguistics and applied linguistics. The argument utilises the philosophical idea that disciplines are best defined with reference not to concrete entities, such as \"language \", but rather by referring to theoretically distinguishable modalities or aspects of experience that function as conceptual entry points or angles. These modalities may be identified respectively as the lingual or semiotic aspect, which circumscribes linguistic conceptualisation, and the technical dimension of experience, that is at the centre of applied linguistic concept formation. \nWhat reasons can then be found for the contradictory and sometimes self-contradictory current definitions of applied linguistics? One is that at its inception the name chosen for the field suggested, in keeping with its then modernist approach, that there were linguistic subdisciplines and insights that might readily be \"applied\" in the design of language teaching. This perspective did not endure, however, but the modernist pretence that \"science\" would show the way to the ultimate solution to language teaching design did. The current definition offered by the international applied linguistics organisation (AILA), for example, does nothing to dispel this pretence. There is a second historical reason for the continuing linkage of linguistics and applied linguistics. This is that some linguists, especially those working on sociolinguistic themes and interests, at one stage felt uncomfortable within the confines of linguistics, and so opted to work rather as \"applied linguists\". The historically dominant linguistic paradigm of the end of the 20th century, transformational-generative grammar (TGG), defined linguistics in such a way that their work was unwelcome in that discipline. However, while it may explain the organisational or institutional choice of another disciplinary locality, such discomfort does not warrant the suspension of conceptual clarity as to the character or the theoretical focus of both disciplines. \nA third reason for the lack of conceptual clarity about the disciplinary focus of applied linguistics lies in the vagueness that accompanies current callsfor multi- or inter-disciplinarity. In fact, one of the dissenting opinions among those being reviewed contains an observation that those who urge applied linguists to embrace an inter-disciplinary base are merely attempting to persuade them to use philosophically inspired postmodernist paradigms that are already operative in otherfields, such as anthropology and sociology. Embracing the same methodology or paradigm acrossfields is a trans-disciplinary rather than a multi-disciplinary endeavour. The fact is that inter- or multi-disciplinarity, when left undefined, gives no clear conceptual understanding or guide to how one should or might legitimately or even appropriately proceed as applied linguist. \nThe question might be asked why one would in the first instance want to have a clear idea of the disciplinary boundaries of a field. Might working in an undefined manner not perhaps be more exciting, creative or productive? The renewed current attempts to define applied linguistics imply, however, that its practitioners do seek clarity, and do in fact value it. Moreover, if one s conceptualisation of a field is not clear, then naïve, unsophisticated or intuitive interpretations of what its work comprises may continue to flourish to the detriment of the quality ofwhat it can deliver. The paper will conclude with a consideration of why disciplinary definitions matter, and of how modernist and postmodernist conceptualisations of linguistics and of applied linguistics have effects on the work being done under their respective umbrellas. Paradigm choice and disciplinary awareness are central in avoiding becoming a victim of intellectual fashion, or of naïve interpretations of the nature of one's work.","internal_url":"https://www.academia.edu/33405975/_2017_Is_die_toegepaste_taalkunde_n_onderdeel_van_die_linguistiek_Is_applied_linguistics_part_of_linguistics","translated_internal_url":"","created_at":"2017-06-10T13:45:52.400-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":53676094,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53676094/thumbnails/1.jpg","file_name":"Is_applied_linguistics_part_of_linguistics.pdf","download_url":"https://www.academia.edu/attachments/53676094/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2017_Is_die_toegepaste_taalkunde_n_onde.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53676094/Is_applied_linguistics_part_of_linguistics-libre.pdf?1498559115=\u0026response-content-disposition=attachment%3B+filename%3D2017_Is_die_toegepaste_taalkunde_n_onde.pdf\u0026Expires=1733871403\u0026Signature=c57XDt0t7YwoggW0Wvfvp0tfniodXh0iV9FYH0pP4iRTScX-G93yKF7pgKfz1tmhsf1xYvFCbRJIY7mdADIll~O6j~iaxW~8W~vy8PmK1yZZ8RXQj9M9jqXWis208PkrA3Wv8fiQVeuaKh-5xr5A1zJUNTuPzAaVd9PXmJP-GUr62pjorMsPXD-po4Kc4FrKRYxrLmUCv8EEzwU3PYe2ca0BqnWG7hilRwRj6~gpjkAA72NkZjM9xH-SDzIuToipQXSaBUF4hZ50WUZwwd0h8S7UkWuX0v6ByVSJoZjYWvk9yrADX~Sojs21gG6bx6gz5JS7LzISwzvG--PYl6JZDw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2017_Is_die_toegepaste_taalkunde_n_onderdeel_van_die_linguistiek_Is_applied_linguistics_part_of_linguistics","translated_slug":"","page_count":17,"language":"af","content_type":"Work","summary":"In historical perspective applied linguistics is a fairly recent discipline, which may explain some of the contestation that still surrounds its definition. There is in fact a multiplicity ofways in which it is conceptualised: each of at least seven different traditions of working in the field defines applied linguistics differently. Today, multi-, inter- and even trans-disciplinarity are once again fashionable terms in applied linguistics. It is surprising, then, tofind views ofapplied linguistics that tie it closely and sometimes exclusively to linguistics, as at its inception 60 or more years ago. A discipline cannot claim to have both a singular and a multi-source base. In fact, viewing applied linguistics as part of linguistics or positing linguistics as its \"mother discipline\" has clearly modernist roots, as was acknowledged as far back as 1985, when it became evident that the exclusive link between linguistics and applied linguistics was untenable. \nIn a recent (2015) volume of the journal Applied Linguistics (36[4]) seven specialists and their editor bring together a number of conceptualisations of the field under the theme of \"Definitions for applied linguistics\". In assessing these contributions, as well as other recent attempts to conceptualise the field, the paper employs a systematic argument that refutes the notion that there is a conceptual continuity between linguistics and applied linguistics. The argument utilises the philosophical idea that disciplines are best defined with reference not to concrete entities, such as \"language \", but rather by referring to theoretically distinguishable modalities or aspects of experience that function as conceptual entry points or angles. These modalities may be identified respectively as the lingual or semiotic aspect, which circumscribes linguistic conceptualisation, and the technical dimension of experience, that is at the centre of applied linguistic concept formation. \nWhat reasons can then be found for the contradictory and sometimes self-contradictory current definitions of applied linguistics? One is that at its inception the name chosen for the field suggested, in keeping with its then modernist approach, that there were linguistic subdisciplines and insights that might readily be \"applied\" in the design of language teaching. This perspective did not endure, however, but the modernist pretence that \"science\" would show the way to the ultimate solution to language teaching design did. The current definition offered by the international applied linguistics organisation (AILA), for example, does nothing to dispel this pretence. There is a second historical reason for the continuing linkage of linguistics and applied linguistics. This is that some linguists, especially those working on sociolinguistic themes and interests, at one stage felt uncomfortable within the confines of linguistics, and so opted to work rather as \"applied linguists\". The historically dominant linguistic paradigm of the end of the 20th century, transformational-generative grammar (TGG), defined linguistics in such a way that their work was unwelcome in that discipline. However, while it may explain the organisational or institutional choice of another disciplinary locality, such discomfort does not warrant the suspension of conceptual clarity as to the character or the theoretical focus of both disciplines. \nA third reason for the lack of conceptual clarity about the disciplinary focus of applied linguistics lies in the vagueness that accompanies current callsfor multi- or inter-disciplinarity. In fact, one of the dissenting opinions among those being reviewed contains an observation that those who urge applied linguists to embrace an inter-disciplinary base are merely attempting to persuade them to use philosophically inspired postmodernist paradigms that are already operative in otherfields, such as anthropology and sociology. Embracing the same methodology or paradigm acrossfields is a trans-disciplinary rather than a multi-disciplinary endeavour. The fact is that inter- or multi-disciplinarity, when left undefined, gives no clear conceptual understanding or guide to how one should or might legitimately or even appropriately proceed as applied linguist. \nThe question might be asked why one would in the first instance want to have a clear idea of the disciplinary boundaries of a field. Might working in an undefined manner not perhaps be more exciting, creative or productive? The renewed current attempts to define applied linguistics imply, however, that its practitioners do seek clarity, and do in fact value it. Moreover, if one s conceptualisation of a field is not clear, then naïve, unsophisticated or intuitive interpretations of what its work comprises may continue to flourish to the detriment of the quality ofwhat it can deliver. The paper will conclude with a consideration of why disciplinary definitions matter, and of how modernist and postmodernist conceptualisations of linguistics and of applied linguistics have effects on the work being done under their respective umbrellas. Paradigm choice and disciplinary awareness are central in avoiding becoming a victim of intellectual fashion, or of naïve interpretations of the nature of one's work.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":53676094,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53676094/thumbnails/1.jpg","file_name":"Is_applied_linguistics_part_of_linguistics.pdf","download_url":"https://www.academia.edu/attachments/53676094/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2017_Is_die_toegepaste_taalkunde_n_onde.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53676094/Is_applied_linguistics_part_of_linguistics-libre.pdf?1498559115=\u0026response-content-disposition=attachment%3B+filename%3D2017_Is_die_toegepaste_taalkunde_n_onde.pdf\u0026Expires=1733871403\u0026Signature=c57XDt0t7YwoggW0Wvfvp0tfniodXh0iV9FYH0pP4iRTScX-G93yKF7pgKfz1tmhsf1xYvFCbRJIY7mdADIll~O6j~iaxW~8W~vy8PmK1yZZ8RXQj9M9jqXWis208PkrA3Wv8fiQVeuaKh-5xr5A1zJUNTuPzAaVd9PXmJP-GUr62pjorMsPXD-po4Kc4FrKRYxrLmUCv8EEzwU3PYe2ca0BqnWG7hilRwRj6~gpjkAA72NkZjM9xH-SDzIuToipQXSaBUF4hZ50WUZwwd0h8S7UkWuX0v6ByVSJoZjYWvk9yrADX~Sojs21gG6bx6gz5JS7LzISwzvG--PYl6JZDw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":92157,"name":"Foundations of applied linguistics","url":"https://www.academia.edu/Documents/in/Foundations_of_applied_linguistics"}],"urls":[{"id":8192997,"url":"http://dx.doi.org/10.17159/2224-7912/2017/v57n1a11"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34729744"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34729744/_2017_Refinement_and_uses_of_a_test_of_academic_literacy_for_Grade_10_students"><img alt="Research paper thumbnail of [2017] Refinement and uses of a test of academic literacy for Grade 10 students" class="work-thumbnail" src="https://attachments.academia-assets.com/54586673/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34729744/_2017_Refinement_and_uses_of_a_test_of_academic_literacy_for_Grade_10_students">[2017] Refinement and uses of a test of academic literacy for Grade 10 students</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JoMariMyburghSmit">Jo-Mari Myburgh-Smit</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ufs.academia.edu/AlbertWeideman">Albert Weideman</a></span></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This accepted manuscript of a paper discusses the need for and the refinement of an academic lite...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This accepted manuscript of a paper discusses the need for and the refinement of an academic literacy test for Grade 10 students as a first step towards measuring and then developing the required level of academic literacy before entry into higher education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d4fad053fc89d44e4a08836b500a164" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54586673,"asset_id":34729744,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54586673/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34729744"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34729744"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34729744; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34729703"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34729703/_2017_The_initial_validation_of_a_Test_of_Emergent_Literacy"><img alt="Research paper thumbnail of [2017] The initial validation of a Test of Emergent Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/54586635/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34729703/_2017_The_initial_validation_of_a_Test_of_Emergent_Literacy">[2017] The initial validation of a Test of Emergent Literacy</a></div><div class="wp-workCard_item"><span>Per Linguam</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In addition to a large body of evidence supporting the relevance of the home environment for lite...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In addition to a large body of evidence supporting the relevance of the home environment for literacy development, tests of cognitive-based skills are commonly employed to predict literacy acquisition. The Test of Emergent Literacy (TEL) has been designed to account for the early interaction of children with their literate environment as predictor of prospective literacy achievement at school, for which there is a scarcity of appropriate language assessments. In contrast to most conventional literacy tests, the TEL bases its construct on a communicative perspective on language. The development of the first English draft of the TEL involved the production of an assessment of emergent literacy at preschool level. The principles of responsible test design as articulated by Weideman (2014) served as a primary framework for the design and initial validation of the TEL. The evaluation of eight experts and the results of the pilot of several subtasks with 54 South African, English-medium preschool learners (aged five to six years) whose home language is not English, support the theoretical justification of the design, its high level of reliability, and the effectiveness of the instrument, besides the social requirements for tests (fairness, utility, efficiency) to which the TEL also conforms. Potential test refinements may further increase the reliability, effectiveness, and efficiency of the test.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3e815b9b745aa0ef7a1be9afa1c7618e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54586635,"asset_id":34729703,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54586635/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34729703"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34729703"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34729703; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34729703]").text(description); $(".js-view-count[data-work-id=34729703]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34729703; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34729703']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34729703, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3e815b9b745aa0ef7a1be9afa1c7618e" } } $('.js-work-strip[data-work-id=34729703]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34729703,"title":"[2017] The initial validation of a Test of Emergent Literacy","translated_title":"","metadata":{"doi":"10.5785/33-1-698","issue":"1","volume":"33","abstract":"In addition to a large body of evidence supporting the relevance of the home environment for literacy development, tests of cognitive-based skills are commonly employed to predict literacy acquisition. 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class="work-thumbnail" src="https://attachments.academia-assets.com/46589376/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26275814/_2016_Die_assessering_van_huistale_in_die_Suid_Afrikaanse_Nasionale_Seniorsertifikaateksamen_die_strewe_na_regverdigheid_en_groter_geloofwaardigheid_3_page_summary_in_English_">[2016] Die assessering van huistale in die Suid-Afrikaanse Nasionale Seniorsertifikaateksamen – die strewe na regverdigheid en groter geloofwaardigheid [3 page summary in English]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ColleenduPlessis">Colleen du Plessis</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://ufs.academia.edu/AlbertWeideman">Albert Weideman</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SteynSanet">Sanet Steyn</a></span></div><div class="wp-workCard_item"><span>LitNet</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">English summary of 3 pages entitled: The assessment of home languages in the South African Nation...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">English summary of 3 pages entitled: The assessment of home languages in the South African National Senior Certificate examinations – ensuring fairness and increased credibility</span></div><div class="wp-workCard_item wp-workCard--actions"><span 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class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33404481/_2015_Autoethnography_and_the_presentation_of_belief_in_scholarly_work">[2015] Autoethnography and the presentation of belief in scholarly work</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The contestation of paradigms within the discipline of applied linguistics may broadly be catego...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The contestation of paradigms within the discipline of applied linguistics  may broadly be categorised as a conflict of modernist versus postmodernist  approaches. While postmodernism has been in the ascendancy in  applied linguistics since the last decade of the previous century, it is  both divided and currently being challenged by paradigms that hark back  to modernism. This paper will discuss a variant of one still influential  applied linguistic paradigm, ethnography, as a potential growth point for  postmodernist views, and one that may well serve to resist the modernist  challenge presented by dynamic systems theory. In acknowledging  subjectivity and human agency, this variant, autoethnography, recognises  that science is not neutral, and shows how scholars working within the  mainstream may be able to present their beliefs and commitments in  a way that opens these up for consideration and discussion. In doing  that, autoethnography may have wider application than in its initial target  domains, the social sciences and the humanities. The contestation  that it presents within applied linguistics, however, is as unlikely to be  conclusive as in any other paradigm conflict. For the present, the greater  contribution of autoethnography lies in making it possible to articulate  and open for discussion the ways in which belief and commitment are  presented in scholarly work</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e10b31433a675a2a946039e1bb22a95e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53677741,"asset_id":33404481,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53677741/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33404481"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33404481"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33404481; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33404481]").text(description); $(".js-view-count[data-work-id=33404481]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33404481; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33404481']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33404481, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e10b31433a675a2a946039e1bb22a95e" } } $('.js-work-strip[data-work-id=33404481]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33404481,"title":"[2015] Autoethnography and the presentation of belief in scholarly work","translated_title":"","metadata":{"abstract":"The contestation of paradigms within the discipline of applied linguistics may broadly be categorised as a conflict of modernist versus postmodernist approaches. 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While postmodernism has been in the ascendancy in applied linguistics since the last decade of the previous century, it is both divided and currently being challenged by paradigms that hark back to modernism. This paper will discuss a variant of one still influential applied linguistic paradigm, ethnography, as a potential growth point for postmodernist views, and one that may well serve to resist the modernist challenge presented by dynamic systems theory. In acknowledging subjectivity and human agency, this variant, autoethnography, recognises that science is not neutral, and shows how scholars working within the mainstream may be able to present their beliefs and commitments in a way that opens these up for consideration and discussion. In doing that, autoethnography may have wider application than in its initial target domains, the social sciences and the humanities. The contestation that it presents within applied linguistics, however, is as unlikely to be conclusive as in any other paradigm conflict. For the present, the greater contribution of autoethnography lies in making it possible to articulate and open for discussion the ways in which belief and commitment are presented in scholarly work","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":53677741,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53677741/thumbnails/1.jpg","file_name":"Autoethnography_and_the_presentation_of_belief_in_scholarly_work.pdf","download_url":"https://www.academia.edu/attachments/53677741/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2015_Autoethnography_and_the_presentati.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53677741/Autoethnography_and_the_presentation_of_belief_in_scholarly_work-libre.pdf?1498570569=\u0026response-content-disposition=attachment%3B+filename%3D2015_Autoethnography_and_the_presentati.pdf\u0026Expires=1734040191\u0026Signature=AHTkx~DTuqWDPZ83cibJbOKBiV3eQi3urOrjyPbL5WsQF22EHUZQUXXevtrkpFhW0wcX2fGjAJP~4FZ4H5fUJNW8kSi00JKsm52rK3eoNtxQL6haO6vNKDYQbN9ygaByTGom~zRwmjlA-Wt8Nzs6TkE76O50eESHdp0~xUbS76vAQlmGHhRn6guhw7BCE4lvYmBttdixjw2JSoFapq2HFWx4HAgVOh6UTsuM6tDwWkysgMzegj9Ap~A~b66JzZGxGrvEbP5~8OOLbHT3fgSLusBGer~f1C2AZ88a~cWuEs~aqmhzneqDtZsdqrVjuSm2BRqmAZ1KLIfp8KhHpnaODw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":8193260,"url":"http://journals.co.za/content/tcwet/51/3/EJC184055"},{"id":8193264,"url":"http://www.cs-journal.co.za/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33404482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33404482/_2015_Responsibly_designed_language_interventions_language_in_practice"><img alt="Research paper thumbnail of [2015] Responsibly designed language interventions: language in practice" class="work-thumbnail" src="https://attachments.academia-assets.com/53677969/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33404482/_2015_Responsibly_designed_language_interventions_language_in_practice">[2015] Responsibly designed language interventions: language in practice</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Japanese attack on Pearl Harbour precipitated the active entry of the USA into the Second Wor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Japanese attack on Pearl Harbour precipitated the active entry of the USA into the Second World War. It had effects on more than just the war, however. It provided the stimulus not only for America's nuclear programme, the Manhattan Project, but also stirred the patriotism of its linguists. In their efforts to make the languages especially of the Pacific Rim more readily available to American troops, applied linguistics was born. A specific kind of language instruction, the audio-lingual method, was the outcome of American linguists 'applying' linguistic and psychological insights to the design of a language intervention - a planned way of providing the military personnel involved with a means of communicating in those other languages.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="670c93844c58c54f523f99dba172d357" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53677969,"asset_id":33404482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53677969/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33404482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33404482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33404482; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33404482]").text(description); $(".js-view-count[data-work-id=33404482]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33404482; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33404482']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33404482, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "670c93844c58c54f523f99dba172d357" } } $('.js-work-strip[data-work-id=33404482]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33404482,"title":"[2015] Responsibly designed language interventions: language in practice","translated_title":"","metadata":{"abstract":"The Japanese attack on Pearl Harbour precipitated the active entry of the USA into the Second World War. 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It provided the stimulus not only for America's nuclear programme, the Manhattan Project, but also stirred the patriotism of its linguists. In their efforts to make the languages especially of the Pacific Rim more readily available to American troops, applied linguistics was born. A specific kind of language instruction, the audio-lingual method, was the outcome of American linguists 'applying' linguistic and psychological insights to the design of a language intervention - a planned way of providing the military personnel involved with a means of communicating in those other languages.","internal_url":"https://www.academia.edu/33404482/_2015_Responsibly_designed_language_interventions_language_in_practice","translated_internal_url":"","created_at":"2017-06-10T10:32:04.053-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":53677969,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53677969/thumbnails/1.jpg","file_name":"Responsibly_designed_language_interventions.pdf","download_url":"https://www.academia.edu/attachments/53677969/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2015_Responsibly_designed_language_inte.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53677969/Responsibly_designed_language_interventions-libre.pdf?1498572217=\u0026response-content-disposition=attachment%3B+filename%3D2015_Responsibly_designed_language_inte.pdf\u0026Expires=1734040191\u0026Signature=LHIy~2lYsraDCbztNVQ1Z9rICGMxNfeuW4xhCQ9f-rdG8mRWc5Art8~u2kRcsEezuWuhKQbY4mHOM2OBUZUbABMwDl~U1K-lky~oO21FBz-gttX9mVO9JUkFg2~NRZ1Cwm4GQgOxiNJuzEEqBnInc2Z9RdslCcTTZYoX4u9dA2U0qCAiBPtMtlvFTLOvKn-0dK-99ZMFkc7LWcGu2vZftp2ICHfwhik2gcgy9Z9sbpLYfozDNCnEqhYXN0Ck3OoXSbje0G9g6onxEd7k8u3dr-43ZPX1XWwfI37LmS6DYwwrFYAwxRMuePJBdVFIlXWShVMxvmalfdEZVcur6JS5-g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2015_Responsibly_designed_language_interventions_language_in_practice","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"The Japanese attack on Pearl Harbour precipitated the active entry of the USA into the Second World War. 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This paper focuses on how the currently ascendant, late-postmodern paradigm within applied linguistics is dealing with, or ignoring, the challenges it faces from within postmodernism, and beyond. In its response, it is evident that the view of applied linguistics as dealing with language issues or practices makes it difficult to distinguish from linguistics, even where, often contradictorily, its supposed multidisciplinary or interdisciplinary character is invoked. It is essential to distinguish the influence that other disciplines may themselves exert on applied linguistics from the philosophical paradigms operative in those disciplines. Paradigm alignment may therefore well be mistaken for interdisciplinary influence and understandings. Given a current uneasiness with postmodernist approaches, and an expressed desire to move beyond its relativism and political agendas, poststructuralism indeed presents an important theoretical defence of late postmodernism. One problem with that defence is its often strident dismissal of other postmodernist approaches, while implying that it is the purest form of that. So the ascendancy of poststructuralism comes at a cost: the rejection of potential allies. While it may yet contribute to more responsible applied linguistic designs, its emphasis on the political and especially ethical dimensions of applied linguistic work will probably be its enduring contribution.<br /><br />******<br /><br />'n Aantal onlangse besprekings gee blyke van hernieude ongemak in die toegepaste taalkunde met betrekking tot hoe die veld gedefinieer behoort te word, watter rigting dit moet inslaan, watter fokusse legitiem is vir sy dissiplinêre werk, watter temas aangespreek moet word, en welke metodologieë aangewend moet word. Hierdie bydrae fokus op die wyse waarop die huidig toonaangewende, laat-postmodernistiese paradigma in die toegepaste taalkunde die uitdagings wat afkomstig is vanuit die postmodernisme self, maar ook van buite die postmodernisme, hanteer of ignoreer. Uit die reaksie daarop is dit duidelik dat die siening van die toegepaste taalkunde as die hantering van taalkwessies of –praktyke dit moelik maak om dit te onderskei van die linguistiek, selfs waar die toegepaste taalkunde ietwat kontradiktories homself tegelyk beroem op sy multi-of interdissiplinêre aard. Dit is verder noodsaaklik om te onderskei tussen die invloed van ander dissiplines op die toegepaste taalkunde en die filosofiese paradigmas wat werksaam is in daardie ander dissiplines. Die belyning van paradigmas oor vakgrense heen kan maklik aangesien word vir interdissiplinêre invloed, wat dit nie is nie. Gegewe die huidige ongemak met 'n postmodernistiese aanpak, asook die versugting om aan te beweeg, weg van sy relativisme en politieke agendas, is dit verstaanbaar dat die poststrukturalisme 'n besondere teoretiese regverdiging mag bied vir die laat-postmodernisme. Die een probleem met daardie verweer is die telkens robuuste afwysing van ander postmodernistiese aanpakke, tesame met die implikasie dat die poststrukturalisme die suiwerste vorm daarvan is. Die invloedrykheid van die poststrukturalisme kom dit dus duur te staan: dit beteken dat potensiële bondgenote verwerp word. Terwyl dit nog kan bydra tot die meer verantwoordelike ontwerp van toegepaste taalkundige intervensies, bly die meer duursame bydrae wat dit kan maak steeds die klem te wees wat dit plaas op veral die politiese en etiese dimensies van toegepaste taalkundige werk.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58a5eacc1901a322fd673b5197d1c05b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53678582,"asset_id":26989400,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53678582/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26989400"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26989400"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26989400; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26989400]").text(description); $(".js-view-count[data-work-id=26989400]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26989400; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26989400']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 26989400, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "58a5eacc1901a322fd673b5197d1c05b" } } $('.js-work-strip[data-work-id=26989400]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26989400,"title":"[2015] Uneasy lies the head: Poststructuralism in the midst of paradigm contestation in applied linguistics","translated_title":"","metadata":{"abstract":"A number of recent discussions reveal a renewed unease within applied linguistics with how the field should be defined, which direction it should take, what the legitimate focuses are for work in the discipline, what themes should engage applied linguists, and which methodologies they should employ. This paper focuses on how the currently ascendant, late-postmodern paradigm within applied linguistics is dealing with, or ignoring, the challenges it faces from within postmodernism, and beyond. In its response, it is evident that the view of applied linguistics as dealing with language issues or practices makes it difficult to distinguish from linguistics, even where, often contradictorily, its supposed multidisciplinary or interdisciplinary character is invoked. It is essential to distinguish the influence that other disciplines may themselves exert on applied linguistics from the philosophical paradigms operative in those disciplines. Paradigm alignment may therefore well be mistaken for interdisciplinary influence and understandings. Given a current uneasiness with postmodernist approaches, and an expressed desire to move beyond its relativism and political agendas, poststructuralism indeed presents an important theoretical defence of late postmodernism. One problem with that defence is its often strident dismissal of other postmodernist approaches, while implying that it is the purest form of that. So the ascendancy of poststructuralism comes at a cost: the rejection of potential allies. While it may yet contribute to more responsible applied linguistic designs, its emphasis on the political and especially ethical dimensions of applied linguistic work will probably be its enduring contribution.\n\n******\n\n'n Aantal onlangse besprekings gee blyke van hernieude ongemak in die toegepaste taalkunde met betrekking tot hoe die veld gedefinieer behoort te word, watter rigting dit moet inslaan, watter fokusse legitiem is vir sy dissiplinêre werk, watter temas aangespreek moet word, en welke metodologieë aangewend moet word. Hierdie bydrae fokus op die wyse waarop die huidig toonaangewende, laat-postmodernistiese paradigma in die toegepaste taalkunde die uitdagings wat afkomstig is vanuit die postmodernisme self, maar ook van buite die postmodernisme, hanteer of ignoreer. Uit die reaksie daarop is dit duidelik dat die siening van die toegepaste taalkunde as die hantering van taalkwessies of –praktyke dit moelik maak om dit te onderskei van die linguistiek, selfs waar die toegepaste taalkunde ietwat kontradiktories homself tegelyk beroem op sy multi-of interdissiplinêre aard. Dit is verder noodsaaklik om te onderskei tussen die invloed van ander dissiplines op die toegepaste taalkunde en die filosofiese paradigmas wat werksaam is in daardie ander dissiplines. Die belyning van paradigmas oor vakgrense heen kan maklik aangesien word vir interdissiplinêre invloed, wat dit nie is nie. Gegewe die huidige ongemak met 'n postmodernistiese aanpak, asook die versugting om aan te beweeg, weg van sy relativisme en politieke agendas, is dit verstaanbaar dat die poststrukturalisme 'n besondere teoretiese regverdiging mag bied vir die laat-postmodernisme. Die een probleem met daardie verweer is die telkens robuuste afwysing van ander postmodernistiese aanpakke, tesame met die implikasie dat die poststrukturalisme die suiwerste vorm daarvan is. Die invloedrykheid van die poststrukturalisme kom dit dus duur te staan: dit beteken dat potensiële bondgenote verwerp word. Terwyl dit nog kan bydra tot die meer verantwoordelike ontwerp van toegepaste taalkundige intervensies, bly die meer duursame bydrae wat dit kan maak steeds die klem te wees wat dit plaas op veral die politiese en etiese dimensies van toegepaste taalkundige werk.","more_info":"Vol 80, No 4 2015, DOI:10.19108/KOERS.80.4.2247","publisher":"This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License. ","journal_name":"Koers"},"translated_abstract":"A number of recent discussions reveal a renewed unease within applied linguistics with how the field should be defined, which direction it should take, what the legitimate focuses are for work in the discipline, what themes should engage applied linguists, and which methodologies they should employ. This paper focuses on how the currently ascendant, late-postmodern paradigm within applied linguistics is dealing with, or ignoring, the challenges it faces from within postmodernism, and beyond. In its response, it is evident that the view of applied linguistics as dealing with language issues or practices makes it difficult to distinguish from linguistics, even where, often contradictorily, its supposed multidisciplinary or interdisciplinary character is invoked. It is essential to distinguish the influence that other disciplines may themselves exert on applied linguistics from the philosophical paradigms operative in those disciplines. Paradigm alignment may therefore well be mistaken for interdisciplinary influence and understandings. Given a current uneasiness with postmodernist approaches, and an expressed desire to move beyond its relativism and political agendas, poststructuralism indeed presents an important theoretical defence of late postmodernism. One problem with that defence is its often strident dismissal of other postmodernist approaches, while implying that it is the purest form of that. So the ascendancy of poststructuralism comes at a cost: the rejection of potential allies. While it may yet contribute to more responsible applied linguistic designs, its emphasis on the political and especially ethical dimensions of applied linguistic work will probably be its enduring contribution.\n\n******\n\n'n Aantal onlangse besprekings gee blyke van hernieude ongemak in die toegepaste taalkunde met betrekking tot hoe die veld gedefinieer behoort te word, watter rigting dit moet inslaan, watter fokusse legitiem is vir sy dissiplinêre werk, watter temas aangespreek moet word, en welke metodologieë aangewend moet word. Hierdie bydrae fokus op die wyse waarop die huidig toonaangewende, laat-postmodernistiese paradigma in die toegepaste taalkunde die uitdagings wat afkomstig is vanuit die postmodernisme self, maar ook van buite die postmodernisme, hanteer of ignoreer. Uit die reaksie daarop is dit duidelik dat die siening van die toegepaste taalkunde as die hantering van taalkwessies of –praktyke dit moelik maak om dit te onderskei van die linguistiek, selfs waar die toegepaste taalkunde ietwat kontradiktories homself tegelyk beroem op sy multi-of interdissiplinêre aard. Dit is verder noodsaaklik om te onderskei tussen die invloed van ander dissiplines op die toegepaste taalkunde en die filosofiese paradigmas wat werksaam is in daardie ander dissiplines. Die belyning van paradigmas oor vakgrense heen kan maklik aangesien word vir interdissiplinêre invloed, wat dit nie is nie. Gegewe die huidige ongemak met 'n postmodernistiese aanpak, asook die versugting om aan te beweeg, weg van sy relativisme en politieke agendas, is dit verstaanbaar dat die poststrukturalisme 'n besondere teoretiese regverdiging mag bied vir die laat-postmodernisme. Die een probleem met daardie verweer is die telkens robuuste afwysing van ander postmodernistiese aanpakke, tesame met die implikasie dat die poststrukturalisme die suiwerste vorm daarvan is. Die invloedrykheid van die poststrukturalisme kom dit dus duur te staan: dit beteken dat potensiële bondgenote verwerp word. Terwyl dit nog kan bydra tot die meer verantwoordelike ontwerp van toegepaste taalkundige intervensies, bly die meer duursame bydrae wat dit kan maak steeds die klem te wees wat dit plaas op veral die politiese en etiese dimensies van toegepaste taalkundige werk.","internal_url":"https://www.academia.edu/26989400/_2015_Uneasy_lies_the_head_Poststructuralism_in_the_midst_of_paradigm_contestation_in_applied_linguistics","translated_internal_url":"","created_at":"2016-07-14T11:40:39.306-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":53678582,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53678582/thumbnails/1.jpg","file_name":"Uneasy_lies_the_head.pdf","download_url":"https://www.academia.edu/attachments/53678582/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2015_Uneasy_lies_the_head_Poststructura.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53678582/Uneasy_lies_the_head-libre.pdf?1498575138=\u0026response-content-disposition=attachment%3B+filename%3D2015_Uneasy_lies_the_head_Poststructura.pdf\u0026Expires=1733992114\u0026Signature=BiJZTq5LyzLQPYR83pGCk~agzgrqT6y1dIPLaQpNRtHx6sekoNsqRgRZCgvJnTvPqLPeUPdmAK4gaehSdMit-pbNlbOKR5Pz~R~nNo2b9csnqsSyicW4gkV4JpG~krSdrTQXsdaGQk184mXaaaq2JSq1qBoMYHrjaSfu52ziiUEW-KRZShdsq8fIlq577~wXeNjsAMehynmlVshhPHPOpzw55hHu4WciqLW-pEKJNbjnYjfckMNm7H0~aygeB9KlpCVscn0FsRYlL3MWwsW3KxSl69xkBdw1Ay4h2hO6J7LpH8hxQSEdgexdeBNoUYiQQr~QAhE3EFIhVVXb35X0Jw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2015_Uneasy_lies_the_head_Poststructuralism_in_the_midst_of_paradigm_contestation_in_applied_linguistics","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"A number of recent discussions reveal a renewed unease within applied linguistics with how the field should be defined, which direction it should take, what the legitimate focuses are for work in the discipline, what themes should engage applied linguists, and which methodologies they should employ. This paper focuses on how the currently ascendant, late-postmodern paradigm within applied linguistics is dealing with, or ignoring, the challenges it faces from within postmodernism, and beyond. In its response, it is evident that the view of applied linguistics as dealing with language issues or practices makes it difficult to distinguish from linguistics, even where, often contradictorily, its supposed multidisciplinary or interdisciplinary character is invoked. It is essential to distinguish the influence that other disciplines may themselves exert on applied linguistics from the philosophical paradigms operative in those disciplines. Paradigm alignment may therefore well be mistaken for interdisciplinary influence and understandings. Given a current uneasiness with postmodernist approaches, and an expressed desire to move beyond its relativism and political agendas, poststructuralism indeed presents an important theoretical defence of late postmodernism. 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Hierdie bydrae fokus op die wyse waarop die huidig toonaangewende, laat-postmodernistiese paradigma in die toegepaste taalkunde die uitdagings wat afkomstig is vanuit die postmodernisme self, maar ook van buite die postmodernisme, hanteer of ignoreer. Uit die reaksie daarop is dit duidelik dat die siening van die toegepaste taalkunde as die hantering van taalkwessies of –praktyke dit moelik maak om dit te onderskei van die linguistiek, selfs waar die toegepaste taalkunde ietwat kontradiktories homself tegelyk beroem op sy multi-of interdissiplinêre aard. Dit is verder noodsaaklik om te onderskei tussen die invloed van ander dissiplines op die toegepaste taalkunde en die filosofiese paradigmas wat werksaam is in daardie ander dissiplines. Die belyning van paradigmas oor vakgrense heen kan maklik aangesien word vir interdissiplinêre invloed, wat dit nie is nie. Gegewe die huidige ongemak met 'n postmodernistiese aanpak, asook die versugting om aan te beweeg, weg van sy relativisme en politieke agendas, is dit verstaanbaar dat die poststrukturalisme 'n besondere teoretiese regverdiging mag bied vir die laat-postmodernisme. Die een probleem met daardie verweer is die telkens robuuste afwysing van ander postmodernistiese aanpakke, tesame met die implikasie dat die poststrukturalisme die suiwerste vorm daarvan is. Die invloedrykheid van die poststrukturalisme kom dit dus duur te staan: dit beteken dat potensiële bondgenote verwerp word. Terwyl dit nog kan bydra tot die meer verantwoordelike ontwerp van toegepaste taalkundige intervensies, bly die meer duursame bydrae wat dit kan maak steeds die klem te wees wat dit plaas op veral die politiese en etiese dimensies van toegepaste taalkundige werk.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":53678582,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53678582/thumbnails/1.jpg","file_name":"Uneasy_lies_the_head.pdf","download_url":"https://www.academia.edu/attachments/53678582/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2015_Uneasy_lies_the_head_Poststructura.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53678582/Uneasy_lies_the_head-libre.pdf?1498575138=\u0026response-content-disposition=attachment%3B+filename%3D2015_Uneasy_lies_the_head_Poststructura.pdf\u0026Expires=1733992114\u0026Signature=BiJZTq5LyzLQPYR83pGCk~agzgrqT6y1dIPLaQpNRtHx6sekoNsqRgRZCgvJnTvPqLPeUPdmAK4gaehSdMit-pbNlbOKR5Pz~R~nNo2b9csnqsSyicW4gkV4JpG~krSdrTQXsdaGQk184mXaaaq2JSq1qBoMYHrjaSfu52ziiUEW-KRZShdsq8fIlq577~wXeNjsAMehynmlVshhPHPOpzw55hHu4WciqLW-pEKJNbjnYjfckMNm7H0~aygeB9KlpCVscn0FsRYlL3MWwsW3KxSl69xkBdw1Ay4h2hO6J7LpH8hxQSEdgexdeBNoUYiQQr~QAhE3EFIhVVXb35X0Jw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1080,"name":"Dynamical Systems","url":"https://www.academia.edu/Documents/in/Dynamical_Systems"},{"id":3155,"name":"Complexity Theory","url":"https://www.academia.edu/Documents/in/Complexity_Theory"},{"id":3354,"name":"Poststructuralism","url":"https://www.academia.edu/Documents/in/Poststructuralism"},{"id":10444,"name":"Postmodernism","url":"https://www.academia.edu/Documents/in/Postmodernism"},{"id":16767,"name":"Modernism","url":"https://www.academia.edu/Documents/in/Modernism"},{"id":92157,"name":"Foundations of applied linguistics","url":"https://www.academia.edu/Documents/in/Foundations_of_applied_linguistics"},{"id":131074,"name":"Paradigm Shifts","url":"https://www.academia.edu/Documents/in/Paradigm_Shifts"},{"id":327471,"name":"Research Paradigms","url":"https://www.academia.edu/Documents/in/Research_Paradigms"}],"urls":[{"id":7323426,"url":"http://koersjournal.org.za/index.php/koers/article/view/2247/pdf"},{"id":8193420,"url":"https://doi.org/10.19108/KOERS.80.4.2247"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11900522"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11900522/Diagnosing_academic_language_ability_An_analysis_of_the_Test_of_Academic_Literacy_for_Postgraduate_Students"><img alt="Research paper thumbnail of Diagnosing academic language ability: An analysis of the Test of Academic Literacy for Postgraduate Students" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11900522/Diagnosing_academic_language_ability_An_analysis_of_the_Test_of_Academic_Literacy_for_Postgraduate_Students">Diagnosing academic language ability: An analysis of the Test of Academic Literacy for Postgraduate Students</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://rug.academia.edu/APot">Anna Pot</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ufs.academia.edu/AlbertWeideman">Albert Weideman</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Following the observation that a large number of postgraduate students may not possess an adequat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Following the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students’ strengths and weaknesses in academic literacy, with a specific focus on academic writing. By performing a diagnostic analysis of the results of the Test of Academic Literacy for Postgraduate Students (TALPS), the study identifies specific areas of academic literacy with which students struggle. A quantitative analysis of the multiple-choice sections, as well as a qualitative analysis of the essay question of the test, indicates that students primarily struggle with structuring an argument. These findings can inform modifications in the design of TALPS and similar tests.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11900522"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11900522"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11900522; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11900522]").text(description); $(".js-view-count[data-work-id=11900522]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11900522; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11900522']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11900522, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=11900522]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11900522,"title":"Diagnosing academic language ability: An analysis of the Test of Academic Literacy for Postgraduate Students","translated_title":"","metadata":{"abstract":"Following the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students’ strengths and weaknesses in academic literacy, with a specific focus on academic writing. By performing a diagnostic analysis of the results of the Test of Academic Literacy for Postgraduate Students (TALPS), the study identifies specific areas of academic literacy with which students struggle. A quantitative analysis of the multiple-choice sections, as well as a qualitative analysis of the essay question of the test, indicates that students primarily struggle with structuring an argument. These findings can inform modifications in the design of TALPS and similar tests."},"translated_abstract":"Following the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students’ strengths and weaknesses in academic literacy, with a specific focus on academic writing. By performing a diagnostic analysis of the results of the Test of Academic Literacy for Postgraduate Students (TALPS), the study identifies specific areas of academic literacy with which students struggle. A quantitative analysis of the multiple-choice sections, as well as a qualitative analysis of the essay question of the test, indicates that students primarily struggle with structuring an argument. These findings can inform modifications in the design of TALPS and similar tests.","internal_url":"https://www.academia.edu/11900522/Diagnosing_academic_language_ability_An_analysis_of_the_Test_of_Academic_Literacy_for_Postgraduate_Students","translated_internal_url":"","created_at":"2015-04-11T11:05:54.811-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16482181,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":400808,"work_id":11900522,"tagging_user_id":16482181,"tagged_user_id":361286,"co_author_invite_id":null,"email":"a***n@ufs.ac.za","affiliation":"University of the Free State","display_order":1,"name":"Albert Weideman","title":"Diagnosing academic language ability: An analysis of the Test of Academic Literacy for Postgraduate Students"}],"downloadable_attachments":[],"slug":"Diagnosing_academic_language_ability_An_analysis_of_the_Test_of_Academic_Literacy_for_Postgraduate_Students","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Following the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students’ strengths and weaknesses in academic literacy, with a specific focus on academic writing. By performing a diagnostic analysis of the results of the Test of Academic Literacy for Postgraduate Students (TALPS), the study identifies specific areas of academic literacy with which students struggle. A quantitative analysis of the multiple-choice sections, as well as a qualitative analysis of the essay question of the test, indicates that students primarily struggle with structuring an argument. These findings can inform modifications in the design of TALPS and similar tests.","owner":{"id":16482181,"first_name":"Anna","middle_initials":"","last_name":"Pot","page_name":"APot","domain_name":"rug","created_at":"2014-09-11T18:36:42.439-07:00","display_name":"Anna Pot","url":"https://rug.academia.edu/APot"},"attachments":[],"research_interests":[{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing"},{"id":4949,"name":"Language Testing","url":"https://www.academia.edu/Documents/in/Language_Testing"},{"id":48358,"name":"Language Testing and Assessment","url":"https://www.academia.edu/Documents/in/Language_Testing_and_Assessment"}],"urls":[{"id":4669320,"url":"http://dx.doi.org/10.1080/10228195.2014.986665"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33404468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33404468/_2014_Writing_as_construct_in_the_Grade_12_Home_Language_curriculum_and_examination"><img alt="Research paper thumbnail of [2014] Writing as construct in the Grade 12 Home Language curriculum and examination" class="work-thumbnail" src="https://attachments.academia-assets.com/54587907/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33404468/_2014_Writing_as_construct_in_the_Grade_12_Home_Language_curriculum_and_examination">[2014] Writing as construct in the Grade 12 Home Language curriculum and examination</a></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The newly introduced Curriculum and Assessment Policy Statement (CAPS) contains a plethora of gen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The newly introduced Curriculum and Assessment Policy Statement (CAPS) contains a plethora of genres and writing tasks, aimed at helping learners develop dexterity in written communication. Accordingly, writing also features as a dominant construct in the Grade 12 school-leaving examination, with an entire language paper (Paper 3) being devoted to the assessment of this ability. There are a number of material concerns with the writing component of the national curriculum, particularly in relation to the testing of this ability in a timed examination setting. The kinds of examination tasks do not provide a valid or reliable basis for measuring proficiency in written communication. Moreover, the separation of skills reflected in both the curriculum and Grade 12 language papers may serve to inhibit rather than advance writing proficiency. This paper problematises the nature of the writing tasks, on the basis of the accepted principles of validity, reliability and fairness in language testing. Data gleaned from an analysis of Home Language papers reveal a disturbing lack of comparability of standard, as well as the prejudicial treatment of some learners. A more responsible approach to the measurement of writing ability is advocated.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="808452af16498f0360737e4dd0ae3e91" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54587907,"asset_id":33404468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54587907/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33404468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33404468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33404468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33404468]").text(description); $(".js-view-count[data-work-id=33404468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33404468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33404468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33404468, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "808452af16498f0360737e4dd0ae3e91" } } $('.js-work-strip[data-work-id=33404468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33404468,"title":"[2014] Writing as construct in the Grade 12 Home Language curriculum and examination","translated_title":"","metadata":{"doi":"10.4314/jlt.v48i2.6","issue":"2","volume":"48","abstract":"The newly introduced Curriculum and Assessment Policy Statement (CAPS) contains a plethora of genres and writing tasks, aimed at helping learners develop dexterity in written communication. 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These designs are sometimes promoted as highly innovative. Yet, are innovative language courses and tests in all respects truly new? This article will argue that most historically significant turning points in applied linguistic design demonstrate continuity with previously designed solutions. This was so for communicative teaching as well as for audio-lingualism. In testing, both interactive designs and socially responsible concerns have built on the past. Like innovation, reciprocity in design in applied linguistics is a foundational issue. How much reciprocity is there in the realms of language testing, language course design and language policy making? Why do we not explicitly check whether the design of a course should be as responsibly and carefully done as a test? How can we learn more from language policy development about making tests more accessible and accountable? What can test designers learn from course developers about specificity? There are many useful questions that we never seem to ask. The article will look across different levels of applied linguistic artefacts (language courses, language tests and language policies) at how we can enrich the principles of responsible design. We can continue to be surprised by innovation in the designed solutions that our profession provides, but we should also work on our understanding of what constitutes a responsible design framework. That foundation enables us to evaluate both the fleeting and the enduring in the new.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ebc0ea70461f647de31a9316d5f61a40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54587950,"asset_id":18130886,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54587950/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18130886"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18130886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18130886; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18130886]").text(description); $(".js-view-count[data-work-id=18130886]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18130886; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18130886']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18130886, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ebc0ea70461f647de31a9316d5f61a40" } } $('.js-work-strip[data-work-id=18130886]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18130886,"title":"[2014] Innovation and reciprocity in applied linguistics","translated_title":"","metadata":{"doi":"10.4102/ lit.v35i1.1074","issue":"1","volume":"35","abstract":"Applied linguistics is a discipline of design: it solves language problems by suggesting a plan, or blueprint, to handle them. 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There are many useful questions that we never seem to ask. The article will look across different levels of applied linguistic artefacts (language courses, language tests and language policies) at how we can enrich the principles of responsible design. We can continue to be surprised by innovation in the designed solutions that our profession provides, but we should also work on our understanding of what constitutes a responsible design framework. That foundation enables us to evaluate both the fleeting and the enduring in the new.","more_info":"Literator is an open access journal","page_numbers":"10 p.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Literator"},"translated_abstract":"Applied linguistics is a discipline of design: it solves language problems by suggesting a plan, or blueprint, to handle them. These designs are sometimes promoted as highly innovative. Yet, are innovative language courses and tests in all respects truly new? 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These designs are sometimes promoted as highly innovative. Yet, are innovative language courses and tests in all respects truly new? This article will argue that most historically significant turning points in applied linguistic design demonstrate continuity with previously designed solutions. This was so for communicative teaching as well as for audio-lingualism. In testing, both interactive designs and socially responsible concerns have built on the past. Like innovation, reciprocity in design in applied linguistics is a foundational issue. How much reciprocity is there in the realms of language testing, language course design and language policy making? Why do we not explicitly check whether the design of a course should be as responsibly and carefully done as a test? How can we learn more from language policy development about making tests more accessible and accountable? What can test designers learn from course developers about specificity? There are many useful questions that we never seem to ask. The article will look across different levels of applied linguistic artefacts (language courses, language tests and language policies) at how we can enrich the principles of responsible design. We can continue to be surprised by innovation in the designed solutions that our profession provides, but we should also work on our understanding of what constitutes a responsible design framework. That foundation enables us to evaluate both the fleeting and the enduring in the new.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":54587950,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54587950/thumbnails/1.jpg","file_name":"Innovation_and_reciprocity_in_applied_linguistics.pdf","download_url":"https://www.academia.edu/attachments/54587950/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2014_Innovation_and_reciprocity_in_appl.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54587950/Innovation_and_reciprocity_in_applied_linguistics-libre.pdf?1506834141=\u0026response-content-disposition=attachment%3B+filename%3D2014_Innovation_and_reciprocity_in_appl.pdf\u0026Expires=1734040191\u0026Signature=G9AxqboU4mLS5JRx96KuI6WimyUA2iwrnVUSpsVPMnDv3PEcDhj1eS9cOedb9KfbHA9~J58tSK-a~qy50T-ipm5wSRxaRO0YnmfRhbKFmu2TgHUAOT5JMuH1VJIwsYyYqvcbongFWierCeukLl39vx6BxLRmvU7Djjq-fc~5qTYUQXmxwe975fy39Qwt9mCS9odQjX-8czopM3~IPzDLE9NtH7iEnsh6dLgTf7~~CPBeN7yHlPr6faHcTPFVGqtr~HX4d0aXUVbreqZ5H--ijE1aNTiqFIq-wnUdRbkfJMaLz2EEVzqmSHG7U53Jlv1ObAl6B-t8MMN2zpTGz~Y4FQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":92157,"name":"Foundations of applied linguistics","url":"https://www.academia.edu/Documents/in/Foundations_of_applied_linguistics"}],"urls":[{"id":8311232,"url":"http://literator.org.za/index.php/literator/article/view/1074/1460"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2162073"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2162073/_2013_Academic_literacy_interventions_What_are_we_not_yet_doing_or_not_yet_doing_right"><img alt="Research paper thumbnail of [2013] Academic literacy interventions: What are we not yet doing, or not yet doing right?" class="work-thumbnail" src="https://attachments.academia-assets.com/30217050/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2162073/_2013_Academic_literacy_interventions_What_are_we_not_yet_doing_or_not_yet_doing_right">[2013] Academic literacy interventions: What are we not yet doing, or not yet doing right?</a></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We now much more readily accept a skills-neutral rather than a skillsbased definition of academi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We now much more readily accept a skills-neutral rather than a skillsbased <br />definition of academic literacy, changing our conceptualisations of what academic literacy is. Yet two issues have evaded scrutiny: first, there is the <br />uncritical acceptance that academic writing is what should be taught, and <br />institutionalised. Second, there is a tendency to accept discipline specific academic literacy courses as necessarily superior to generic ones. There is a third, foundational level omission in our work. That is that there is little reciprocity in what we learn from applied linguistic artefacts in the realms of language testing, language course design, and language policy making. Why do we not check whether the design of a course should be done as responsibly as that of a test? What can test designers learn from course developers about specificity? There are many useful questions that <br />are right before us, but that we never seem to ask.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3d71142bc2a27b39fc8f8931c405539f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30217050,"asset_id":2162073,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30217050/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2162073"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2162073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2162073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2162073]").text(description); $(".js-view-count[data-work-id=2162073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2162073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2162073']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2162073, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3d71142bc2a27b39fc8f8931c405539f" } } $('.js-work-strip[data-work-id=2162073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2162073,"title":"[2013] Academic literacy interventions: What are we not yet doing, or not yet doing right?","translated_title":"","metadata":{"doi":"10.4314/jlt.v47i2.1","issue":"2","volume":"47","abstract":"We now much more readily accept a skills-neutral rather than a skillsbased\r\ndefinition of academic literacy, changing our conceptualisations of what academic literacy is. Yet two issues have evaded scrutiny: first, there is the\r\nuncritical acceptance that academic writing is what should be taught, and\r\ninstitutionalised. Second, there is a tendency to accept discipline specific academic literacy courses as necessarily superior to generic ones. There is a third, foundational level omission in our work. That is that there is little reciprocity in what we learn from applied linguistic artefacts in the realms of language testing, language course design, and language policy making. Why do we not check whether the design of a course should be done as responsibly as that of a test? What can test designers learn from course developers about specificity? There are many useful questions that\r\nare right before us, but that we never seem to ask.","page_numbers":"11-24","publication_date":{"day":null,"month":null,"year":2013,"errors":{}},"publication_name":"Journal for Language Teaching"},"translated_abstract":"We now much more readily accept a skills-neutral rather than a skillsbased\r\ndefinition of academic literacy, changing our conceptualisations of what academic literacy is. Yet two issues have evaded scrutiny: first, there is the\r\nuncritical acceptance that academic writing is what should be taught, and\r\ninstitutionalised. Second, there is a tendency to accept discipline specific academic literacy courses as necessarily superior to generic ones. There is a third, foundational level omission in our work. That is that there is little reciprocity in what we learn from applied linguistic artefacts in the realms of language testing, language course design, and language policy making. Why do we not check whether the design of a course should be done as responsibly as that of a test? What can test designers learn from course developers about specificity? There are many useful questions that\r\nare right before us, but that we never seem to ask.","internal_url":"https://www.academia.edu/2162073/_2013_Academic_literacy_interventions_What_are_we_not_yet_doing_or_not_yet_doing_right","translated_internal_url":"","created_at":"2012-11-19T19:48:05.581-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":30217050,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30217050/thumbnails/1.jpg","file_name":"ufs03759.pdf","download_url":"https://www.academia.edu/attachments/30217050/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2013_Academic_literacy_interventions_Wh.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30217050/ufs03759-libre.pdf?1390880867=\u0026response-content-disposition=attachment%3B+filename%3D2013_Academic_literacy_interventions_Wh.pdf\u0026Expires=1734040191\u0026Signature=YwarpHG~W0~C1ZPIbeFv2xa6XuR-bjCl-G7FQFBfFhywm~AzpQNlCt~0Q626s~~NWZBVX0uPah2lh5ekNZ-9Ttwj8ukQDOynBPYkh~jRcyWcuEZf09evcEehVg3aeobHCBrGEh7A2IyRhukA5AYzRLdUY40biJZkKB3eqSt7Xl0uyDgeY2FHoLKcD6Mftw4hN3DeQLcqK4Q0SrzsEl3WzL~ugUlkiaxn8q1XrAyRXSSOo98t~b1IlUlwDfxCbVNlD7W7dqEgV7fOQuELWE0GXDwAytzgjl~J0S6XJfUfWeaQzVbSCSNYH0antGpH-qYK7OELQzouBh9yjF4CDus4iA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2013_Academic_literacy_interventions_What_are_we_not_yet_doing_or_not_yet_doing_right","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"We now much more readily accept a skills-neutral rather than a skillsbased\r\ndefinition of academic literacy, changing our conceptualisations of what academic literacy is. Yet two issues have evaded scrutiny: first, there is the\r\nuncritical acceptance that academic writing is what should be taught, and\r\ninstitutionalised. Second, there is a tendency to accept discipline specific academic literacy courses as necessarily superior to generic ones. There is a third, foundational level omission in our work. That is that there is little reciprocity in what we learn from applied linguistic artefacts in the realms of language testing, language course design, and language policy making. Why do we not check whether the design of a course should be done as responsibly as that of a test? What can test designers learn from course developers about specificity? There are many useful questions that\r\nare right before us, but that we never seem to ask.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[{"id":30217050,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30217050/thumbnails/1.jpg","file_name":"ufs03759.pdf","download_url":"https://www.academia.edu/attachments/30217050/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2013_Academic_literacy_interventions_Wh.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30217050/ufs03759-libre.pdf?1390880867=\u0026response-content-disposition=attachment%3B+filename%3D2013_Academic_literacy_interventions_Wh.pdf\u0026Expires=1734040191\u0026Signature=YwarpHG~W0~C1ZPIbeFv2xa6XuR-bjCl-G7FQFBfFhywm~AzpQNlCt~0Q626s~~NWZBVX0uPah2lh5ekNZ-9Ttwj8ukQDOynBPYkh~jRcyWcuEZf09evcEehVg3aeobHCBrGEh7A2IyRhukA5AYzRLdUY40biJZkKB3eqSt7Xl0uyDgeY2FHoLKcD6Mftw4hN3DeQLcqK4Q0SrzsEl3WzL~ugUlkiaxn8q1XrAyRXSSOo98t~b1IlUlwDfxCbVNlD7W7dqEgV7fOQuELWE0GXDwAytzgjl~J0S6XJfUfWeaQzVbSCSNYH0antGpH-qYK7OELQzouBh9yjF4CDus4iA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment"},{"id":36899,"name":"Academic literacy","url":"https://www.academia.edu/Documents/in/Academic_literacy"},{"id":116107,"name":"Course design","url":"https://www.academia.edu/Documents/in/Course_design"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33404478"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33404478/_2013_Applied_linguistics_beyond_postmodernism"><img alt="Research paper thumbnail of [2013] Applied linguistics beyond postmodernism" class="work-thumbnail" src="https://attachments.academia-assets.com/53677261/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33404478/_2013_Applied_linguistics_beyond_postmodernism">[2013] Applied linguistics beyond postmodernism</a></div><div class="wp-workCard_item"><span>Acta Academica</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Applied linguistics clearly has modernist roots, which have steadily been eroded by postmodernist...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Applied linguistics clearly has modernist roots, which have steadily been eroded by postmodernist views. Opposites, such as quantitative and qualitative, or positivist and postpositivist, are often used to characterise this intellectual conflict. The current ascendancy of a potentially modernist paradigm, a dynamic or complex systems approach, will be noteworthy for drawing our attention to at least two complex linguistic ideas that have not adequately been analysed in linguistic theory. A foundational, philosophical analysis of such trends, as attempted in this article, should adopt a fittingly humble stance. That kind of humility, however, also applies across paradigms: the arrival of a new paradigm in the field is a timely reminder that enduring domination of a single paradigm in any discipline remains unlikely.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="46e4677a3d172e5e94613f952743d733" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53677261,"asset_id":33404478,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53677261/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33404478"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33404478"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33404478; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33404478]").text(description); $(".js-view-count[data-work-id=33404478]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33404478; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33404478']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33404478, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "46e4677a3d172e5e94613f952743d733" } } $('.js-work-strip[data-work-id=33404478]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33404478,"title":"[2013] Applied linguistics beyond postmodernism","translated_title":"","metadata":{"issue":"4","volume":"45","abstract":"Applied linguistics clearly has modernist roots, which have steadily been eroded by postmodernist views. 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That kind of humility, however, also applies across paradigms: the arrival of a new paradigm in the field is a timely reminder that enduring domination of a single paradigm in any discipline remains unlikely.","more_info":"Volume 45, Issue 4, Jan 2013, p. 236 - 255","journal_name":"Acta Academica","page_numbers":"236 - 255","publication_date":{"day":null,"month":null,"year":2013,"errors":{}},"publication_name":"Acta Academica"},"translated_abstract":"Applied linguistics clearly has modernist roots, which have steadily been eroded by postmodernist views. Opposites, such as quantitative and qualitative, or positivist and postpositivist, are often used to characterise this intellectual conflict. The current ascendancy of a potentially modernist paradigm, a dynamic or complex systems approach, will be noteworthy for drawing our attention to at least two complex linguistic ideas that have not adequately been analysed in linguistic theory. A foundational, philosophical analysis of such trends, as attempted in this article, should adopt a fittingly humble stance. That kind of humility, however, also applies across paradigms: the arrival of a new paradigm in the field is a timely reminder that enduring domination of a single paradigm in any discipline remains unlikely.","internal_url":"https://www.academia.edu/33404478/_2013_Applied_linguistics_beyond_postmodernism","translated_internal_url":"","created_at":"2017-06-10T10:32:03.719-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":53677261,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53677261/thumbnails/1.jpg","file_name":"Applied_linguistics_beyond_postmodernism_Accepted_manuscript.pdf","download_url":"https://www.academia.edu/attachments/53677261/download_file?st=MTczNDAzNjU5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"2013_Applied_linguistics_beyond_postmod.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53677261/Applied_linguistics_beyond_postmodernism_Accepted_manuscript-libre.pdf?1498567830=\u0026response-content-disposition=attachment%3B+filename%3D2013_Applied_linguistics_beyond_postmod.pdf\u0026Expires=1734040191\u0026Signature=cOTLKbBzfKDmArVIdvUBAwXOqgx7etp9wRLS5cw~hw98kt3p6n835gtxi2uXZYj--24XTAJToMT92zL1mZ4hziD0JDYskyf3pRIt8tTLJxjmDRbXOKJIXrjAidJrR~JtBTKkF~DZkw~8uosykavebjMoEStMNUjtPpnY2ZYrRIZcZCnyDVB0bv1IRbMTbryVf1alwgDJnMye-ZWlA1OaM8nH-1JDvFeDfJz4yPW2y5dH0Tctylzrjy96eZ6hNH~k9hdIgVdnWhR4fUud97JpJ8WMSQFTKnMghTZbFG-ffl8B6mBTGlHNvPsscb7ItNTQ7bxL2F5QLE5C878ejt3XVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_2013_Applied_linguistics_beyond_postmodernism","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"Applied linguistics clearly has modernist roots, which have steadily been eroded by postmodernist views. Opposites, such as quantitative and qualitative, or positivist and postpositivist, are often used to characterise this intellectual conflict. The current ascendancy of a potentially modernist paradigm, a dynamic or complex systems approach, will be noteworthy for drawing our attention to at least two complex linguistic ideas that have not adequately been analysed in linguistic theory. A foundational, philosophical analysis of such trends, as attempted in this article, should adopt a fittingly humble stance. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7502745" id="conferenceproceedings"><div class="js-work-strip profile--work_container" data-work-id="472830"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/472830/Styles_of_Teaching_and_Styles_of_Learning_Proceedings_of_the_6th_Southern_African_Applied_Linguistics_Association_Conference_UOFS_Bloemfontein_"><img alt="Research paper thumbnail of Styles of Teaching and Styles of Learning: Proceedings of the 6th Southern African Applied Linguistics Association Conference (UOFS, Bloemfontein)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/472830/Styles_of_Teaching_and_Styles_of_Learning_Proceedings_of_the_6th_Southern_African_Applied_Linguistics_Association_Conference_UOFS_Bloemfontein_">Styles of Teaching and Styles of Learning: Proceedings of the 6th Southern African Applied Linguistics Association Conference (UOFS, Bloemfontein)</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="472830"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="472830"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 472830; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33404470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33404470/Empowerment_through_language_and_education_Cases_and_case_studies_from_North_America_Europe_Africa_and_Japan"><img alt="Research paper thumbnail of Empowerment through language and education: Cases and case studies from North America, Europe, Africa and Japan" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33404470/Empowerment_through_language_and_education_Cases_and_case_studies_from_North_America_Europe_Africa_and_Japan">Empowerment through language and education: Cases and case studies from North America, Europe, Africa and Japan</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ufs.academia.edu/AlbertWeideman">Albert Weideman</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uni-landau.academia.edu/BirgitSmieja">Birgit Smieja</a></span></div><div class="wp-workCard_item"><span>Series: Duisburg Papers on Research in Language and Culture (Book 65)</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The last two decades have alerted applied linguists and their bureaucratic counter-parts - those ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The last two decades have alerted applied linguists and their bureaucratic counter-parts - those who make or advise government on language policy - to the issue of dealing with language problems in an accountable fashion. Why do these problems seem so intractable? How is it that these problems have not yet satisfactorily been solved? What is it that continues to drive the interest in this? To the scholars from many parts of the world who have been invited to discuss this anew in the proposed volume, it was evident that language planners, policy makers and language managers do not know just how much work there is for language teachers to do if all of the academically desirable arrangements or policies proposed are to be implemented successfully. Indeed, the challenge to implement these at times ambitious plans of language policy makers is normally much bigger than the policy makers estimate.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33404470"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33404470"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33404470; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33404470]").text(description); $(".js-view-count[data-work-id=33404470]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33404470; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33404470']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33404470, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=33404470]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33404470,"title":"Empowerment through language and education: Cases and case studies from North America, Europe, Africa and Japan","translated_title":"","metadata":{"abstract":"The last two decades have alerted applied linguists and their bureaucratic counter-parts - those who make or advise government on language policy - to the issue of dealing with language problems in an accountable fashion. 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Surely not by claiming that linguistic methodology is unique, since its methodologies are ma...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Surely not by claiming that linguistic methodology is unique, since its methodologies are many ... none is unique to Linguistics (Spicer, 1979) - indeed, it can be argued that &#x27;method ... Weideman, 1982: 3). 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Again, as is the case with m ost other criti cal remarks on Four Quartets, the contents of the poems them selves serve as tim ely rem inders of this fact, and thus seem to provide a m ore legitim ate m aterial basis for critical enquiry. For on several occasions Eliot takes up this point, and perhaps no where as unam biguously as in East Coker: " And w hat there is to conquer By strength and subm ission, has already been discovered Once or twice, o r several tim es, by m en whom one can n o t hope To em ulate-b u t there is no com petition-There is only the fight to recover w hat has been lost And found and lost again and again..."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2dcb15a103b4ba2babcb50fc4ed8f421" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88979218,"asset_id":83728771,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88979218/download_file?st=MTczNDAzNjU5Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83728771"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83728771"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83728771; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83728771]").text(description); $(".js-view-count[data-work-id=83728771]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83728771; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83728771']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83728771, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2dcb15a103b4ba2babcb50fc4ed8f421" } } $('.js-work-strip[data-work-id=83728771]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83728771,"title":"Philosophical elements in four quartets","translated_title":"","metadata":{"publisher":"Watu Youth Village","grobid_abstract":"Four Quartets serves as an illustration of the undeniable fact th at Western literature forms a unity, and bears out the truth of E liot's statem ent that \" the whole of the literature of Europe from Hom er... has a sim ultaneous existence and composes a si m ultaneous ord er\" !). 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Interdisciplinary Papers; paper no. 150</span><span>, 1986</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Explores the history of communicative language teaching. The concepts are dealt with more extensi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Explores the history of communicative language teaching. 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Moreover, it leads to an ignorance of the historical influence of such views, which directly affects the basis of applied linguistics research and the training of professionals in the field. Since attempts to use more inclusive and desirable terms have been unsuccessful, Young (2005: 43) has now suggested that we revisit the idea of characterising applied linguistics as a discipline of design (Weideman 1983, 1987, 1999, 2003). This characterisation of applied linguistics is itself not wholly uncontroversial, however, and calls up valid points of critique. The paper will discuss the reasons why such criticism is valid with reference to the various traditional (modernist) definitions of applied linguistics, and the variety of postmodernist definitions that have emerged. The paper will argue, finally, that, while modernist definitions of the field...","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[],"urls":[{"id":19425080,"url":"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.364.1497\u0026rep=rep1\u0026type=pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76288607"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76288607/Investigating_education_students_language_learning_beliefs_and_motivation_for_learning_English"><img alt="Research paper thumbnail of Investigating education students’ language learning beliefs and motivation for learning English" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76288607/Investigating_education_students_language_learning_beliefs_and_motivation_for_learning_English">Investigating education students’ language learning beliefs and motivation for learning English</a></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Institutions responsible for the training of educators have a duty to ensure that students develo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wis...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288607"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288607"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288607; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288607]").text(description); $(".js-view-count[data-work-id=76288607]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288607; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288607']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288607, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76288607]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288607,"title":"Investigating education students’ language learning beliefs and motivation for learning English","translated_title":"","metadata":{"abstract":"Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. 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Why do these problems seem so intractable? How is it that these problems have not yet satisfactorily been solved? What is it that continues to drive the interest in this? To the scholars from many parts of the world who have been invited to discuss this anew in the proposed volume, it was evident that language planners, policy makers and language managers do not know just how much work there is for language teachers to do if all of the academically desirable arrangements or policies proposed are to be implemented successfully. Indeed, the challenge to implement these at times ambitious plans of language policy makers is normally much bigger than the policy makers estimate.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288605"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288605"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288605; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288605]").text(description); $(".js-view-count[data-work-id=76288605]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288605; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288605']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288605, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76288605]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288605,"title":"Empowerment through language and education : cases and case studies from North America, Europe, Africa and Japan","translated_title":"","metadata":{"abstract":"The last two decades have alerted applied linguists and their bureaucratic counterparts--those who make or advise government on language policy--to the issue of dealing with language problems in an accountable fashion. 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Indeed, the challenge to implement these at times ambitious plans of language policy makers is normally much bigger than the policy makers estimate.","internal_url":"https://www.academia.edu/76288605/Empowerment_through_language_and_education_cases_and_case_studies_from_North_America_Europe_Africa_and_Japan","translated_internal_url":"","created_at":"2022-04-12T23:18:37.858-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Empowerment_through_language_and_education_cases_and_case_studies_from_North_America_Europe_Africa_and_Japan","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The last two decades have alerted applied linguists and their bureaucratic counterparts--those who make or advise government on language policy--to the issue of dealing with language problems in an accountable fashion. 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Indeed, the challenge to implement these at times ambitious plans of language policy makers is normally much bigger than the policy makers estimate.","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76288604"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76288604/Positivism_and_Postpositivism"><img alt="Research paper thumbnail of Positivism and Postpositivism" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76288604/Positivism_and_Postpositivism">Positivism and Postpositivism</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Positivist and postpositivist influences in applied linguistics are discernible both directly and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Positivist and postpositivist influences in applied linguistics are discernible both directly and obliquely, as has been the case in other fields. Those influences provide evidence of how closely applied linguistic concept formation relates to developments in scientific thinking in general, as well as to specific discussions in the philosophy of science. Keywords: applied linguistics; history; paradigms</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288604"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288604"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288604; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288604]").text(description); $(".js-view-count[data-work-id=76288604]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288604; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288604']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288604, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76288604]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288604,"title":"Positivism and Postpositivism","translated_title":"","metadata":{"abstract":"Positivist and postpositivist influences in applied linguistics are discernible both directly and obliquely, as has been the case in other fields. 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Keywords: applied linguistics; history; paradigms","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76288603"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76288603/Is_applied_linguistics_part_of_linguistics"><img alt="Research paper thumbnail of Is applied linguistics part of linguistics?" class="work-thumbnail" src="https://attachments.academia-assets.com/84041672/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76288603/Is_applied_linguistics_part_of_linguistics">Is applied linguistics part of linguistics?</a></div><div class="wp-workCard_item"><span>Tydskrif vir Geesteswetenskap</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">is 'n professor in toegepaste taalstudies en senior navorsingsgenoot aan die Universiteit van die...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">is 'n professor in toegepaste taalstudies en senior navorsingsgenoot aan die Universiteit van die Vrystaat. Sy akademiese werk fokus op die assessering van taalvermoë, en spesifiek op die ontwerp en ontwikkeling van taaltoetse. Hy is 'n gegradeerde navorser by die Nasionale Navorsingstigting, het reeds meer as 50 artikels in geakkrediteerde tydskrifte gepubliseer, en is die outeur van verskeie boeke. Sy Beyond expression: A systematic study of the foundations of linguistics (2009) is baie positief deur resensente ontvang, asook A framework for the study of linguis tics (2011). Hy dien op die redaksies van drie geakkrediteerde vaktydskrifte. Hy het kongresreferate en programredes gelewer by verskeie internasionale en nasionale kongresse, en gaslesings aangebied by 'n reeks universiteite in die VSA, Duitsland, België, en Nederland, asook in Singapoer en Nieu-Seeland. Sy bydraes oor verantwoordelike ontwerp bring taaltoetsing telkens in verband met die grondslae van sy vakgebied, die toegepaste taalkunde. Sy jongste boek, Responsible design in applied linguistics: Theory and practice, het pas verskyn by Springer, en ontlok reeds positiewe kommentaar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a499cb393a0873e62e32b763d5153129" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84041672,"asset_id":76288603,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84041672/download_file?st=MTczNDAzNjU5Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288603"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288603"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288603; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288603]").text(description); $(".js-view-count[data-work-id=76288603]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288603; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288603']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288603, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a499cb393a0873e62e32b763d5153129" } } $('.js-work-strip[data-work-id=76288603]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288603,"title":"Is applied linguistics part of linguistics?","translated_title":"","metadata":{"publisher":"Academy of Science of South Africa","grobid_abstract":"is 'n professor in toegepaste taalstudies en senior navorsingsgenoot aan die Universiteit van die Vrystaat. 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Sy akademiese werk fokus op die assessering van taalvermoë, en spesifiek op die ontwerp en ontwikkeling van taaltoetse. Hy is 'n gegradeerde navorser by die Nasionale Navorsingstigting, het reeds meer as 50 artikels in geakkrediteerde tydskrifte gepubliseer, en is die outeur van verskeie boeke. Sy Beyond expression: A systematic study of the foundations of linguistics (2009) is baie positief deur resensente ontvang, asook A framework for the study of linguis tics (2011). Hy dien op die redaksies van drie geakkrediteerde vaktydskrifte. Hy het kongresreferate en programredes gelewer by verskeie internasionale en nasionale kongresse, en gaslesings aangebied by 'n reeks universiteite in die VSA, Duitsland, België, en Nederland, asook in Singapoer en Nieu-Seeland. Sy bydraes oor verantwoordelike ontwerp bring taaltoetsing telkens in verband met die grondslae van sy vakgebied, die toegepaste taalkunde. 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Each is unique, but they also exhibit continuity, with later styles echoing earlier traditions. The first critical current issue is: will applied linguistics be able to reach beyond postmodernism? The non-reductionist intentions of DST indicate that it is possible, though DST is itself not immune to reductionism. The second is: will DST, if it becomes the dominant paradigm, abandon the political agenda of postmodernism?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288602"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288602; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288602]").text(description); $(".js-view-count[data-work-id=76288602]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288602; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288602']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288602, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76288602]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288602,"title":"Themes and Styles of Doing Applied Linguistics","translated_title":"","metadata":{"abstract":"Seven styles of applied linguistic work are discussed: from the first, ‘scientific’ starting point, to the current interest in dynamic systems theory (DST). 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The non-reductionist intentions of DST indicate that it is possible, though DST is itself not immune to reductionism. The second is: will DST, if it becomes the dominant paradigm, abandon the political agenda of postmodernism?","internal_url":"https://www.academia.edu/76288602/Themes_and_Styles_of_Doing_Applied_Linguistics","translated_internal_url":"","created_at":"2022-04-12T23:18:37.506-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Themes_and_Styles_of_Doing_Applied_Linguistics","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Seven styles of applied linguistic work are discussed: from the first, ‘scientific’ starting point, to the current interest in dynamic systems theory (DST). Each is unique, but they also exhibit continuity, with later styles echoing earlier traditions. The first critical current issue is: will applied linguistics be able to reach beyond postmodernism? The non-reductionist intentions of DST indicate that it is possible, though DST is itself not immune to reductionism. The second is: will DST, if it becomes the dominant paradigm, abandon the political agenda of postmodernism?","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":18091,"name":"Educational Linguistics","url":"https://www.academia.edu/Documents/in/Educational_Linguistics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76288601"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76288601/Responsible_Design_in_Applied_Linguistics_Theory_and_Practice"><img alt="Research paper thumbnail of Responsible Design in Applied Linguistics: Theory and Practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76288601/Responsible_Design_in_Applied_Linguistics_Theory_and_Practice">Responsible Design in Applied Linguistics: Theory and Practice</a></div><div class="wp-workCard_item"><span>Educational Linguistics</span><span>, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288601"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288601"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288601; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288601]").text(description); $(".js-view-count[data-work-id=76288601]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288601; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288601']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288601, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76288601]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288601,"title":"Responsible Design in Applied Linguistics: Theory and Practice","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Educational Linguistics"},"translated_abstract":null,"internal_url":"https://www.academia.edu/76288601/Responsible_Design_in_Applied_Linguistics_Theory_and_Practice","translated_internal_url":"","created_at":"2022-04-12T23:18:37.383-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Responsible_Design_in_Applied_Linguistics_Theory_and_Practice","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":361286,"first_name":"Albert","middle_initials":null,"last_name":"Weideman","page_name":"AlbertWeideman","domain_name":"ufs","created_at":"2011-03-12T17:49:33.004-08:00","display_name":"Albert Weideman","url":"https://ufs.academia.edu/AlbertWeideman"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":18091,"name":"Educational Linguistics","url":"https://www.academia.edu/Documents/in/Educational_Linguistics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76288600"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76288600/Switching_constructs_on_the_selection_of_an_appropriate_blueprint_for_academic_literacy_assessment"><img alt="Research paper thumbnail of Switching constructs: on the selection of an appropriate blueprint for academic literacy assessment" class="work-thumbnail" src="https://attachments.academia-assets.com/84115877/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76288600/Switching_constructs_on_the_selection_of_an_appropriate_blueprint_for_academic_literacy_assessment">Switching constructs: on the selection of an appropriate blueprint for academic literacy assessment</a></div><div class="wp-workCard_item"><span>Journal for Language Teaching</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Tests of language ability are based on a certain construct that defines this ability, and this b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tests of language ability are based on a certain construct that defines this ability, <br />and this blueprint determines what it is that will be measured. The University of <br />Pretoria has, since 2000, annually administered a test of academic language <br />proficiency to more than 6000 first-time students. The intention of this test is to <br />identify those who are at risk academically as a result of too low a level of academic <br />language proficiency. If their academic literacy levels are too low, students are <br />required to enrol for a set of four courses in order to minimise their risk of failure. <br />The Unit for Language Skills Development at the University of Pretoria has now <br />embarked on a project to design an alternative test to the one used initially, <br />specifically with a view to basing it on a new construct. The reason is that the <br />construct of the current test has become contested over the last decade as a result <br />of its dependence on an outdated concept of language, which equates language <br />ability with knowledge of sound, vocabulary, form, and meaning. Present-day <br />concepts emphasise a much richer view of language competence, and their focus <br />has, moreover, shifted from discrete language skills to the attainment of academic <br />literacy. In this paper the abilities encompassed by this view will be discussed in <br />order to compare the construct of the current test with the proposed construct. <br />Keywords: language testing; academic literacy; test constructs; accountability</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="13fb34600696d93d699e3be676bc1e19" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84115877,"asset_id":76288600,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84115877/download_file?st=MTczNDAzNjU5Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288600"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288600"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288600; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288600]").text(description); $(".js-view-count[data-work-id=76288600]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288600; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288600']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288600, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "13fb34600696d93d699e3be676bc1e19" } } $('.js-work-strip[data-work-id=76288600]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288600,"title":"Switching constructs: on the selection of an appropriate blueprint for academic literacy assessment","translated_title":"","metadata":{"issue":"1","volume":"38","abstract":"Tests of language ability are based on a certain construct that defines this ability,\r\nand this blueprint determines what it is that will be measured. The University of\r\nPretoria has, since 2000, annually administered a test of academic language\r\nproficiency to more than 6000 first-time students. The intention of this test is to\r\nidentify those who are at risk academically as a result of too low a level of academic\r\nlanguage proficiency. If their academic literacy levels are too low, students are\r\nrequired to enrol for a set of four courses in order to minimise their risk of failure.\r\nThe Unit for Language Skills Development at the University of Pretoria has now\r\nembarked on a project to design an alternative test to the one used initially,\r\nspecifically with a view to basing it on a new construct. The reason is that the\r\nconstruct of the current test has become contested over the last decade as a result\r\nof its dependence on an outdated concept of language, which equates language\r\nability with knowledge of sound, vocabulary, form, and meaning. Present-day\r\nconcepts emphasise a much richer view of language competence, and their focus\r\nhas, moreover, shifted from discrete language skills to the attainment of academic\r\nliteracy. In this paper the abilities encompassed by this view will be discussed in\r\norder to compare the construct of the current test with the proposed construct.\r\nKeywords: language testing; academic literacy; test constructs; accountability","more_info":"There is an updated version of this: Patterson, R. \u0026 Weideman, A. 2013. The typicality of academic discourse and its relevance for constructs of academic literacy. Journal for Language Teaching 47(1): 107-123. Available DOI: http://dx.doi.org/10.4314/jlt.v47i1.5","ai_title_tag":"Redesigning Academic Language Assessment Constructs","page_numbers":"1-13","publication_date":{"day":null,"month":null,"year":2004,"errors":{}},"publication_name":"Journal for Language Teaching"},"translated_abstract":"Tests of language ability are based on a certain construct that defines this ability,\r\nand this blueprint determines what it is that will be measured. The University of\r\nPretoria has, since 2000, annually administered a test of academic language\r\nproficiency to more than 6000 first-time students. The intention of this test is to\r\nidentify those who are at risk academically as a result of too low a level of academic\r\nlanguage proficiency. If their academic literacy levels are too low, students are\r\nrequired to enrol for a set of four courses in order to minimise their risk of failure.\r\nThe Unit for Language Skills Development at the University of Pretoria has now\r\nembarked on a project to design an alternative test to the one used initially,\r\nspecifically with a view to basing it on a new construct. The reason is that the\r\nconstruct of the current test has become contested over the last decade as a result\r\nof its dependence on an outdated concept of language, which equates language\r\nability with knowledge of sound, vocabulary, form, and meaning. Present-day\r\nconcepts emphasise a much richer view of language competence, and their focus\r\nhas, moreover, shifted from discrete language skills to the attainment of academic\r\nliteracy. 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The University of\r\nPretoria has, since 2000, annually administered a test of academic language\r\nproficiency to more than 6000 first-time students. The intention of this test is to\r\nidentify those who are at risk academically as a result of too low a level of academic\r\nlanguage proficiency. If their academic literacy levels are too low, students are\r\nrequired to enrol for a set of four courses in order to minimise their risk of failure.\r\nThe Unit for Language Skills Development at the University of Pretoria has now\r\nembarked on a project to design an alternative test to the one used initially,\r\nspecifically with a view to basing it on a new construct. The reason is that the\r\nconstruct of the current test has become contested over the last decade as a result\r\nof its dependence on an outdated concept of language, which equates language\r\nability with knowledge of sound, vocabulary, form, and meaning. Present-day\r\nconcepts emphasise a much richer view of language competence, and their focus\r\nhas, moreover, shifted from discrete language skills to the attainment of academic\r\nliteracy. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76288498"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76288498/Diversity_variation_and_fairness_Equivalence_in_national_level_language_assessments"><img alt="Research paper thumbnail of Diversity, variation and fairness: Equivalence in national level language assessments" class="work-thumbnail" src="https://attachments.academia-assets.com/84041588/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76288498/Diversity_variation_and_fairness_Equivalence_in_national_level_language_assessments">Diversity, variation and fairness: Equivalence in national level language assessments</a></div><div class="wp-workCard_item"><span>Literator</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The post-1994 South African constitution proudly affirms the language diversity of the country, a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The post-1994 South African constitution proudly affirms the language diversity of the country, as do subsequent laws, while ministerial policies, both at further and higher education level, similarly promote the use of all 11 official languages in education. However, such recognition of diversity presents several challenges to accommodate potential variation. In language education at secondary school, which is nationally assessed, the variety being promoted immediately raises issues of fairness and equivalence. The final high-stakes examination of learners’ ability in home language at the exit level of their pre-tertiary education is currently contentious in South Africa. It is known, for example, that in certain indigenous languages, the exit level assessments barely discriminate among learners with different abilities, while in other languages they do. For that reason, the Council for Quality Assurance in General and Further Education, Umalusi, has commissioned several reports to...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f050fa9a7631c835f115df9b89f83ab5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84041588,"asset_id":76288498,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84041588/download_file?st=MTczNDAzNjU5Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76288498"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76288498"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76288498; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76288498]").text(description); $(".js-view-count[data-work-id=76288498]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76288498; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76288498']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76288498, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f050fa9a7631c835f115df9b89f83ab5" } } $('.js-work-strip[data-work-id=76288498]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76288498,"title":"Diversity, variation and fairness: Equivalence in national level language assessments","translated_title":"","metadata":{"abstract":"The post-1994 South African constitution proudly affirms the language diversity of the country, as do subsequent laws, while ministerial policies, both at further and higher education level, similarly promote the use of all 11 official languages in education. 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After the ideological excesses of the audio-lingual method, it is understandable that teachers adopted a “once bitten, twice shy ” approach, which for many amounted to adopting eclecticism. This paper considers five arguments against eclecticism, the inevitable continuities with the old in what are paraded as innovative methodologies, and how one may handle professionally the truly new in language teaching methods. Turning to arguments for eclecticism, the paper suggests two main conditions for adopting it as professional stance, and gives three examples of where combinations of language teaching methods have in fact enriched our practice. The paper concludes with a set of explanations, and two examples from other African countries (Eritrea and Namibia) that have emerged from recent studies (Tesfamariam 2000; Shaalu...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="70514189"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="70514189"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70514189; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70514189]").text(description); $(".js-view-count[data-work-id=70514189]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70514189; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='70514189']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 70514189, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=70514189]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":70514189,"title":"Appeared in Per linguam 17 (1): 1-13 The old and the new: reconsidering eclecticism in language teaching","translated_title":"","metadata":{"abstract":"A method of language teaching is a style of instruction that expresses the professional commitment of the teacher in support of an assumption of how language is learned. 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The paper concludes with a set of explanations, and two examples from other African countries (Eritrea and Namibia) that have emerged from recent studies (Tesfamariam 2000; Shaalu...","publication_date":{"day":null,"month":null,"year":2013,"errors":{}}},"translated_abstract":"A method of language teaching is a style of instruction that expresses the professional commitment of the teacher in support of an assumption of how language is learned. After the ideological excesses of the audio-lingual method, it is understandable that teachers adopted a “once bitten, twice shy ” approach, which for many amounted to adopting eclecticism. This paper considers five arguments against eclecticism, the inevitable continuities with the old in what are paraded as innovative methodologies, and how one may handle professionally the truly new in language teaching methods. Turning to arguments for eclecticism, the paper suggests two main conditions for adopting it as professional stance, and gives three examples of where combinations of language teaching methods have in fact enriched our practice. The paper concludes with a set of explanations, and two examples from other African countries (Eritrea and Namibia) that have emerged from recent studies (Tesfamariam 2000; Shaalu...","internal_url":"https://www.academia.edu/70514189/Appeared_in_Per_linguam_17_1_1_13_The_old_and_the_new_reconsidering_eclecticism_in_language_teaching","translated_internal_url":"","created_at":"2022-02-05T02:08:32.709-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":361286,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Appeared_in_Per_linguam_17_1_1_13_The_old_and_the_new_reconsidering_eclecticism_in_language_teaching","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"A method of language teaching is a style of instruction that expresses the professional commitment of the teacher in support of an assumption of how language is learned. After the ideological excesses of the audio-lingual method, it is understandable that teachers adopted a “once bitten, twice shy ” approach, which for many amounted to adopting eclecticism. This paper considers five arguments against eclecticism, the inevitable continuities with the old in what are paraded as innovative methodologies, and how one may handle professionally the truly new in language teaching methods. Turning to arguments for eclecticism, the paper suggests two main conditions for adopting it as professional stance, and gives three examples of where combinations of language teaching methods have in fact enriched our practice. 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