Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Abbreviations xi
5. Introduction: A Global Perspective on the South African Context xiii
6. Part 1: Conceptual Foundations: Policy, Construct, Learning Potential
7. 1 Institutional Language Policy and Academic Literacy in South African Higher Education – a Two-pronged or Forkedtongue Approach? 3
8. 2 A Skills-Neutral Approach to Academic Literacy Assessment 22
9. 3 Does One Size Fit All? Some Considerations for Test Translation 52
10. 4 The Use of Mediation and Feedback in a Standardised Test of Academic Literacy: Theoretical and Design Considerations 75
11. Part 2: Assessing Academic Literacy at Secondary School Level
12. 5 Basic Education and Academic Literacy: Conflicting Constructs in the South African National Senior Certificate (NSC) Language Examination 95
13. 6 How Early Should We Measure Academic Literacy? The Usefulness of an Appropriate Test of Academic Literacy for Grade 10 Students 117
14. 7 Design Pathways to Parity Between Parallel Tests of Language Ability: Lessons from a Project 132
15. Part 3: Assessing Discipline-Specific Needs at University
16. 8 Generic Academic Literacy Testing: A Logical Precursor for Faculty- Specific Language Teaching and Assessment 151
17. 9 Diagnosing with Care: The Academic Literacy Needs of Theology Students 170
18. 10 Assessing Readiness to Write: The Design of an Assessment of Preparedness to Present Multimodal Information (APPMI) 196
19. 11 Postscript: What the Data Tell Us: An Overview of Language Assessment Research in South Africa’s Multilingual Context 217
20. Subject Index 236
21. Author Index 241