Vol. 56 No. 1 (2019) | Stellenbosch Papers in Linguistics Plus

Mind the gap: Towards determining which collocations to teach

Déogratias Nizonkiza, Kris Van de Poel

13-31

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Definition and design: Aligning language interventions in education

Albert Weideman

31-46

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Extended exponence in isiNdebele morphology

Mbulisi Ndlovu, Progress Dube

47-57

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China Town as a multilingual workplace

Miché Thompson

59-64

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Are dialects markers of ethnic identity? The case of Setswana dialects and ethnic groups

Mompoloki Mmangaka Bagwasi

65-77

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Validating the performance standards set for language assessments of academic readiness: The case of Stellenbosch University

Kabelo Sebolai

79-95

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Meeting them halfway: Altering language conventions to facilitate human-robot interaction

Lize Alberts

97-122

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Exploring linguistic landscapes in selected South African universities: A case study of the University of Cape Town and the University of the Western Cape

Temitope Adekunle, Gift Mheta, Maleshoane Rapeane-Mathonsi

123-153

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Challenges encountered in the home-neighbourhood-community and school domains: An analysis of Tonga revitalisation through Fishman’s (1991) Reversing Language Shift framework

Jubilee Chikasha, Anne-Marie Beukes

155-177

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Differentiating dislocations, topicalisation, and extraposition in Biblical Hebrew: Evidence from negation

Cynthia L. Miller-Naudé, Jacobus A. Naudé

179-199

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Stellenbosch Papers in Linguistics Plus
Journal / Stellenbosch Papers in Linguistics Plus / Vol. 56 No. 1 (2019) / Articles

Articles

Mind the gap: Towards determining which collocations to teach

Definition and design: Aligning language interventions in education

Extended exponence in isiNdebele morphology

China Town as a multilingual workplace

Are dialects markers of ethnic identity? The case of Setswana dialects and ethnic groups

Validating the performance standards set for language assessments of academic readiness: The case of Stellenbosch University

Meeting them halfway: Altering language conventions to facilitate human-robot interaction

Exploring linguistic landscapes in selected South African universities: A case study of the University of Cape Town and the University of the Western Cape

Challenges encountered in the home-neighbourhood-community and school domains: An analysis of Tonga revitalisation through Fishman’s (1991) Reversing Language Shift framework

Differentiating dislocations, topicalisation, and extraposition in Biblical Hebrew: Evidence from negation