Vol. 44 (2015)

Articles

• 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 Fouche

  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 Jane 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 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 GE Blockmans

  189-212

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