Vol. 44 (2015) | Stellenbosch Papers in Linguistics

Defining ‘plain language’ in contemporary South Africa

Eleanor Cornelius

1-18

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Towards impact measurement: An overview of approaches for assessing the impact of academic literacy abilities

Ilse Fouché

19-35

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The use of digit and sentence repetition in the identification of language impairment: The case of child speakers of Afrikaans and South African English

Salomé Gagiano, Frenette Southwood

37-60

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Formulation of court interpreting models: A South African perspective

Samuel Joseph Lebese

61-80

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Mentoring for text editors: Fit for purpose in the era of freelancing, more so than alternative development strategies

John Linnegar

81-103

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Reading to Learn: A literature review within a South African context

Tracey Millin

105-124

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Measuring receptive collocational competence across proficiency levels

Déogratias Nizonkiza

125-146

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Academic literacy of South African higher education level students: Does vocabulary size matter?

Déogratias Nizonkiza, Tobie van Dyk

147-174

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“They do not know much, but then, you have to cover the syllabus”: The quality imperative – a dilemma for teachers in early grade multilingual classrooms in Kenyan primary schools

Susan Karigu Nyaga

175-187

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A needs analysis for communication by pharmacists in a multilingual setting: First steps towards syllabus and materials design

Kris van de Poel, Tobie van Dyk, Jessica Gasiorek, Inge G E Blockmans

189-212

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Stellenbosch Papers in Linguistics
Journal / Stellenbosch Papers in Linguistics / Vol. 44 (2015) / Articles

Articles

Defining ‘plain language’ in contemporary South Africa

Towards impact measurement: An overview of approaches for assessing the impact of academic literacy abilities

The use of digit and sentence repetition in the identification of language impairment: The case of child speakers of Afrikaans and South African English

Formulation of court interpreting models: A South African perspective

Mentoring for text editors: Fit for purpose in the era of freelancing, more so than alternative development strategies

Reading to Learn: A literature review within a South African context

Measuring receptive collocational competence across proficiency levels

Academic literacy of South African higher education level students: Does vocabulary size matter?

“They do not know much, but then, you have to cover the syllabus”: The quality imperative – a dilemma for teachers in early grade multilingual classrooms in Kenyan primary schools

A needs analysis for communication by pharmacists in a multilingual setting: First steps towards syllabus and materials design