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Introduction. John Read and Colleen Du Plessis: A Global Perspective on the South African Context
Part I: Conceptual Foundations: Policy, Construct, Learning Potential
Chapter 1. Theo du Plessis: Institutional Language Policy and Academic Literacy in South African Higher Education
Chapter 2. Albert Weideman: A Skills-neutral Approach to Academic Literacy Assessment
Chapter 3. Tobie van Dyk, Piet Murre and Herculene Kotzé: Does One Size Fit All? Some Considerations for Test Translation
Chapter 4. Alan Cliff: The Use of Mediation and Feedback in a Standardised Test of Academic Literacy: Theoretical and Design Considerations
Part II: Assessing Academic Literacy at Secondary School Level
Chapter 5. Colleen du Plessis: Basic Education and Academic Literacy: Conflicting Constructs in the South African National Senior Certificate (NSC) Language Examination
Chapter 6. Jo-Mari Myburgh-Smit and Albert Weideman: How Early Should We Measure Academic Literacy? The Usefulness of an Appropriate Test of Academic Literacy for Grade 10 Students
Chapter 7. Sanet Steyn: Pathways to Parity between Parallel Tests of Language Ability: Lessons from a Project
Part III: Assessing Discipline-specific Needs at University
Chapter 8. Kabelo Sebolai: Generic Academic Literacy Testing: A Logical Precursor for Faculty-specific Language Teaching and Assessment
Chapter 9. Avasha Rambiritch, Linda Alston and Marien Graham: Diagnosing with Care: The Academic Literacy Needs of Theology Students
Chapter 10. Laura Drennan: Assessing Readiness to Write: the Design of an Assessment of Preparedness to Present Multimodal Information (APPMI)
Postscript. Tobie van Dyk: What the Data Tell us: An Overview of Language Assessment Research in South Africa’s Multilingual Context