Albert Weideman is Extraordinary Professor in Language Education at the University of the Western Cape, and Professor of Applied Language Studies and Research Fellow at the University of the Free State. He is the author of several books and has published more than 90 articles in national as well as in international journals or as book chapter contributions. Many are downloadable from his professional website: htpps://albertweideman.com.
His research interests are in assessing and developing academic literacy, and in the philosophy of applied linguistics. He uses the systematic analyses offered by the reformational philosophy to explore the foundations of the fields of linguistics and applied linguistics. In developing a theory of applied linguistics, he employs the insights of the philosophy of the cosmonomic idea to demonstrate its robustness in explaining how the fundamental concepts and ideas in that field are conceptualized.
NOTE: If you require access to any of the older publications below that are not hyperlinked, please mail Albert at albert@lcat.design.
PUBLICATIONS
ON THIS PAGE
- Scholarly books
- Book chapters
- Inaugural address
- Journal articles
- Course books and videos
- Technical reports
Scholarly books
2021. – with J. Read & T. du Plessis. Assessing academic literacy in a multilingual society: transition and transformation. New Perspectives on Language and Education. Bristol: Multilingual Matters.
The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. The volume also aims to bring the innovative solutions designed by South African educators to a wider international audience.
2021. Além da expressão: um estudo sistemático dos fundamentos da linguística. Portuguese translation of Beyond expression: a systematic study of the foundations of linguistics, originally published by Paideia Press, 2009. Forthcoming from P & B Publishers, Brazil.
2017. Responsible design and applied linguistics: theory and practice. Cham: Springer International Publishing. DOI 10.1007/978-3-319-41731-8.
Offers a unique systematic account of the discipline of applied linguistics. No mere history of applied linguistics, this volume presents a framework for interpreting the development of applied linguistics as a discipline. The framework of design principles it proposes not only helps to explain the historical development of applied linguistics, but also provides a potential justification for solutions to language problems. It presents us with nothing less than an emerging theory of applied linguistics.
2011. A framework for the study of linguistics. Pretoria: Van Schaik and Grand Rapids, MI: Paideia Press. ISBN 978 0 62702 979 0.
This is an invitation to enter the discipline of linguistics from the perspective of the philosophy of the cosmonomic idea. This introductory work provides an understanding of why and how the discipline is academically sustainable. The book defends the idea that linguistics is a single, whole discipline.
2009. Beyond expression: a systematic study of the foundations of linguistics. Grand Rapids: Paideia Press. ISBN 978 0 88815 204 6.
“Beyond Expression’ is a book for anyone who is interested in the philosophy of the cosmonomic Idea regardless of the discipline they may be in or what their particular interests may be. Besides the fact that the work is an outstanding study of the foundations of linguistics, it has the significantly added benefit of being a beautifully written and superbly clear example of how to do systematically coherent analysis in the tradition of the Cosmonomic Idea. In other words, if you really want to see ‘how it’s done,’ this is the book for you.” –Kerry Hollingsworth
Book chapters
2021a. A skills-neutral approach to academic literacy assessment. In A. Weideman, J. Read, & L.T. du Plessis (eds.). In A. Weideman, J. Read, & L.T. du Plessis (eds.) Assessing academic literacy in a multilingual society: transition and transformation, pp. 22-51.
2021b. – with J. Myburgh-Smit. How early should we measure academic literacy? The usefulness of an appropriate test of academic literacy for Grade 10 students. In A. Weideman, J. Read, & L.T. du Plessis (eds.), Assessing academic literacy in a multilingual society: transition and transformation, pp. 117-131.
2018. Positivism and postpositivism in applied linguistics. In C.A. Chapelle (ed.). The encyclopedia of applied linguistics, Volume 7, pp. 4479-4485. [Updated. ed.] Oxford: Wiley-Blackwell. ISBN 978-1-4051-9473-0. DOI: https://doi.org/10.1002/9781405198431.wbeal0920.pub2
2017. The refinement of the idea of consequential validity within an alternative framework for responsible test design. In J. Allan & A.J. Artiles (eds.) 2017. Assessment inequalities: Routledge World yearbook of education, pp. 218-236.
2016. – with R. Patterson & A. Pot. 2016. Construct refinement in tests of academic literacy. In: Read, J. (ed.). Post-admission language assessment of university students. Cham: Springer, pp. 179-196. DOI: https://doi.org/10.1007/978-3-319-39192-2_9.6.
2016 – with A. Rambiritch. Telling the story of a test: the Test of Academic Literacy for Postgraduate Students (TALPS). In: Read, J. (ed.). Post-admission language assessment of university students. Cham: Springer, pp. 197-216. DOI: https://doi.org.10.1007/978-3-319-39192-2_10.
2006a. Overlapping and divergent agendas: Writing and applied linguistics research. In C. van der Walt (ed.). Living through languages: an African tribute to Rene Dirven. Stellenbosch: African Sun Media, pp. 147-163. ISBN 1-919980-31-8.
2006 b. Introduction – Language, empowerment and education: an enduring concern. In A. Weideman & B. Smeija (eds.): ix-xi. Empowerment through language and education: cases and case studies from North America, Europe, Africa and Japan. (Duisburg papers on research in language and culture; vol. 65) Frankfurt am Main: Peter Lang.
Inaugural address
2011. Straddling three disciplines: foundational questions for a language department. Acta Varia 1. 30th D.F. Malherbe Memorial Lecture. Bloemfontein: University of the Free State.
ABSTRACT: Language departments sometimes erroneously refer to themselves as ‘disciplines’. Yet even the most rudimentary scrutiny will reveal that they often harbour more than one academic field … Applied linguistics has, since its inception, been a discipline in crisis. It has always been torn between technocracy and revolution How can this stark choice be negotiated? The argument here: a foundational perspective serves to identify the source of the dilemma.
Journal articles
2020a. Complementary evidence in the early stage validation of language tests: Classical Test Theory and Rasch analyses. Under review for Per Linguam.
2020b. – with P.S. Mhlongo & C. du Plessis. Exploring multilingual language learners’ motivation to master English at tertiary level. Forthcoming in Per Linguam.
2020c. – with P.S. Mhlongo & C. du Plessis. Investigating education students’ language learning beliefs and motivation for learning. Journal for Language Teaching 54(1): 97-121.
2019a. Definition and design: aligning language interventions in education. Stellenbosch Papers in Linguistics Plus 56: 33-48.
2019b. Degrees of adequacy: the disclosure of levels of validity in language assessments. Koers 84(1). DOI: https://doi.org/10.19108/KOERS.84.1.2451.
2019c. Validation and the further disclosures of language test design. Koers 84(1). DOI: https://doi.org/10.19108/KOERS.84.1.2452.
2019d. Assessment literacy and the good language teacher: four principles and their applications. Journal for Language Teaching 53(1). http://dx.doi.org/10.4314/jlt.v53i1.5.
2017a. Does responsibility encompass ethicality and accountability in language assessment? Language & Communication. Special issue edited by C. Leymarie and S. Makoni, to commemorate the work of Alan Davies. DOI: http://dx.doi.org/10.1016/j.langcom.2016.12.004.
2017b. Is die toegepaste linguistiek ‘n onderdeel van die linguistiek? Tydskrif vir Geesteswetenskappe. 57(1): 137-153. DOI: http://www.dx.doi.10.17159/2224-7912/2017/v57n1a11.
2017c. – with C.M.S. Gruhn. The initial validation of a Test of Emergent Literacy (TEL). Per Linguam 33(1): 25-53. DOI: http://dx.doi.org/10.5785/33-1-698.
2017d. – with C. du Plessis & S. Steyn: Diversity, variation and fairness: Equivalence in national level language assessments. Literator; 38(1): 9 pages. http://dx.doi.org/10.4102/lit.v38i1.1319
2017e. with J. Myburgh: The refinement and uses of a test of academic literacy for Grade 10 students. Journal for Language Teaching 51(1): 271-295.
2016. with C. du Plessis & S. Steyn. Die assessering van huistale in die Suid-Afrikaanse Nasionale Seniorsertifikaateksamen – die strewe na regverdigheid en groter geloofwaardigheid. LitNet Akademies 13(1): 425-443.
2015a. – with A. Pot. Diagnosing academic language ability: insights from an analysis of a postgraduate test of academic literacy. Language Matters 46(1): 22-43. DOI: http://dx.doi.org/10.1080/10228195.2014.986665.
2015b. Autoethnography and the presentation of belief in scholarly work. Journal for Christian Scholarship 51(3): 125-141.
2015c. Uneasy lies the head: poststructuralism in the midst of paradigm contestation in applied linguistics. Koers 80(4). DOI: http://dx.doi.org/10.19108/koers.80.4.2247.
2014a. Innovation and reciprocity in applied linguistics. Literator 35(1):1-10. DOI: http://dx.doi.org/10.4102/lit.v35i1.1074.
2014b. – with C. du Plessis. Writing as construct in the Grade 12 Home Language curriculum and examination. Journal for Language Teaching 48(2): 121-141. DOI: https://doi.org/10.4314/jlt.v48i2.6.
2013a. with R. Patterson. The typicality of academic discourse and its relevance for constructs of academic literacy. Journal for Language Teaching 47(1): 107-123. DOI: http://dx.doi.org/10.4314/jlt.v47i1.5.
2013b. with R. Patterson. The refinement of a construct for tests of academic literacy. Journal for Language Teaching 47(1): 125-151. DOI: http://dx.doi.org/10.4314/jlt.v47i1.6.
2013c. The modal delimitation of the field of linguistics. Journal for Christian Scholarship 49(4): 95-122.
2013d. Academic literacy interventions: What are we not yet doing, or not yet doing right? Journal for Language Teaching. 47(2): 11-23. DOI: http://dx.doi.org/10.4314/jlt.v47i2.1.
2013e. Applied linguistics beyond postmodernism. Acta Academica 45(4): 236-255.
Author’s comments 2016/04/25: This is an update of “Five generations of applied linguistics” published in 1999. In this article I identify seven generations.
2012. Validation and validity beyond Messick. Per Linguam 28(2): 1-14. DOI: https://doi.org/10.5785/28-2-526.
2011a. Ensuring coherence: two solutions to organizing poetic language. Koers 76(3): 449-460.
2011b. Academic literacy tests: design, development, piloting and refinement. Journal for Language Teaching 45(2): 100-113. DOI: https://doi.org/10.4314/jlt.v45i2.6.
2011c. with Phoung Loan Le & Colleen du Plessis. Test and context: The use of the Test of Academic Literacy Levels (TALL) at a tertiary institution in Vietnam. Journal for Language Teaching 45(2): 115-131. DOI: https://doi.org/10.4314/jlt.v45i2.7.
2010a. Stability amid change: What our theoretical frameworks accomplish for us. Journal of Christian Scholarship. 46(3 & 4): 157-171.
2010b. – with Frans van der Slik. Examining bias in a test of academic literacy: Does the Test of Academic Literacy Levels (TALL) treat students from English and African language backgrounds differently? Journal for Language Teaching 44(2): 106-118. DOI: 10.4314/jlt.v44i2.71793
2009a. Book review: Diane Larsen-Freeman and Lynne Cameron’s (2008) : Complex systems and applied linguistics. Southern African Linguistics and Applied Language Studies 27(2): 227-233.
2009b. Constitutive and regulative conditions for the assessment of academic literacy. Southern African Linguistics and Applied Language Studies Special issue: Assessing and developing academic literacy 27(3): 235-251.
2009c. – with F. van der Slik. Revisiting test stability: further evidence relating to the measurement of difference in performance on a test of academic literacy. Southern African Linguistics and Applied Language Studies, Special issue: Assessing and developing academic literacy 27(3): 253-263.
2009d. Uncharted territory: a complex systems approach as an emerging paradigm in applied linguistics. Per Linguam 25(1): 61-75. DOI: https://doi.org/10.5785/25-1-29.
2008a. with F. van der Slik. The stability of test design: measuring difference in performance across several administrations of a test of academic literacy. Acta Academica 40(1): 161-182.
2008b. – with F. van der Slik. Measures of improvement in academic literacy. Southern African Linguistics and Applied Language Studies 26(3): 363-378.
2007a. The redefinition of applied linguistics: modernist and postmodernist views. Southern African Linguistics and Applied Language Studies 25(4): 589-605.
2007b. with E. Naudé & B. Louw. First steps toward developing tools for language assessment in multilingual urban preschoolers. Southern African Linguistics and Applied Language Studies 25(4): 519-538.
2007c. Towards a responsible agenda for applied linguistics: confessions of a philosopher. Per Linguam 23(2): 29-53.
2007d. – with F. van der Slik. Testing academic literacy over time: Is the academic literacy of first year students deteriorating? Ensovoort 11(2): 126-137.
2007e. The idea of lingual economy. Koers 72(4): 627-647. https://doi.org/10.4102/koers.v72i4.218
The idea of lingual economy (PowerPoint converted to PDF)
2006a. Transparency and accountability in applied linguistics. Southern African Linguistics and Applied Language Studies 24(1): 71-86.
2006b. Assessing academic literacy: a task-based approach. Language Matters 37(1): 81-101.
2006c. A systematically significant episode in applied linguistics. In L.O.K Lategan & J.H. Smit (guest editors) Time and context relevant philosophy. Special edition 1 of the Journal for Christian Scholarship 42 (November; pp. 231-244).
2005. – with Frans van der Slik. The refinement of a test of academic literacy. Per Linguam 21(1):23-35.
2004a. – with Tobie van Dyk. Switching constructs: On the selection of an appropriate blueprint for academic literacy assessment. Journal for Language Teaching 38(1): 1-13.
2004b. – with Tobie van Dyk. Finding the right measure: from blueprint to specification to item type. Journal for Language Teaching 38(1): 15-24.
2003a. Towards accountability: a point of orientation for post-modern applied linguistics in the third millennium. Literator 24(1): 1-20.
2003b. – with Haddish Tesfamariam & Loide Shaalukeni. Resistance to change in language teaching: some African case studies. Southern African Linguistics and Applied Language Studies 21(1 & 2): 67-76.
2003c. Justifying course and task design in language teaching. Acta Academica 35(3): 26-48.
2003d. Assessing and developing academic literacy. Per Linguam 19(1 & 2): 55-65.
2002a. – with Christo van Rensburg. Language proficiency: current strategies, future remedies. Journal for Language Teaching 36(1 & 2): 152-164.
2002b. – with Biki Lepota. Our ways of learning language. Journal for Language Teaching 36(3 & 4): 206-219.
2002c. Overcoming resistance to innovation: suggestions for encouraging change in language teaching. Per Linguam 18(1): 27-40.
2001. The old and the new: reconsidering eclecticism in language teaching. Per Linguam 17(1): 1-13.
1999. Five generations of applied linguistics: some framework issues. Acta Academica 31(1): 77-98.
Author’s comment 2016/04/25: In my 2013 article, Applied linguistics beyond postmodernism, I identify seven generations.
1991. Faith and objectivity in linguistic science. Language Matters (UK) 1: 10-11.
1990. – with M. Pretorius. Proposal for a communicative test at beginner level. Practical English Teaching (UK), June, 10(4): 55-56.
1990. Autocratic, technocratic and revolutionary trends in language teaching. Language Projects Review 5(1): 4-6.
1988a. An experimental ESL beginners class. ELTIC Reporter 13(1): 4-12.
1988b. – with S.F. Visser. Some suggestions for an improved format for testing concord. Matlhasedi 7(1&2): 28 (September).
1988c. – with L. Verster. “Two roads diverged …”: an analysis of the achievement of partings. SA Journal of Linguistics 6(4): 55-68.
1987. – with G.J. Orr, W.J. Greyling, M. Pretorius & E. van Pletzen. Saturday morning in town: a neighbourhood-to-neighbourhood experimental ESL class for pre-school and school-age children from Mangaung township and a Bloemfontein suburb. Journal for Language Teaching 21(3): 83-89.
1986a. – with S.F. Visser. A measure of texture: cohesion in English radio drama dialogue and actual conversation. SA Journal of Linguistics 4(2): 87-105.
1986b. – with J. Raath & P.J. van der Walt. Continuity and discontinuity in talk: some brief notes on summonses. SA Journal of Linguistics 4(4): 90-100.
1986c. Directions in communicative language teaching. LAUD Papers B150.
1985a. The role of the psychology of language in applied linguistics. Acta Academica Series B(1): 101-107.
1985b. Discovering conversational units. Acta Academica Series B(2): Fokus op die taalkunde: 195-207.
1985c. Vier rigtings in kommunikatiewe taalonderrig. Neon 48: 42-51.
1984a. General and typical concepts of textual continuity. SA Journal of Linguistics 2(1): 69-84.
1984b – with M.C.J. van Rensburg. ‘n Kantaantekening by die grammatika van skryftaal. SA Journal of Linguistics 2(3): 125-128.
1984c. On the possibility of synthesizing humanistic and communicative approaches to language teaching. Journal for Language Teaching 18(3): 2-9.
1983. The systematic bases for the distinction linguistics/applied linguistics. SA Journal of Linguistics 1(1): 38-52.
1982. Oor metode en metodologie. Interim 3, Occasional publication of the INVS (3-10).
1979a. – with D.F.M. Strauss & D.J. van den Berg. Some basic semiotic categories. Anakainosis 1(4): 2-7.
1979b. Theses on P.A. Verburg’s linguistic theory. Anakainosis 2(1): 8-9.
1977a. Three journeys: one tradition. Standpunte 130, 30(4): 55-62.
1977b. Philosophical elements in Four Quartets. Koers 42(6): 525-532.
1974. The Nietzschean superdog. Philosophia Reformata 39(1 & 2): 66-76.
1969. Karaktertekening in die Latynse letterkunde – met spesiale verwysing na Aeneas en Dido in die epos van Vergilius. Shimla 1969: 14-16.
Course books and videos
2018a. Academic literacy: five new tests. A workbook for learners preparing for tests of academic and quantitative literacy. Bloemfontein: Geronimo Distribution. ISBN 978-0-86886-853-0.
2018b. – with Stef Ferreira. Akademiese geletterdheid: vyf nuwe toetse. Bloemfontein: Geronimo Distribution. ISBN 978-0-86886-854-7.
2007. Academic literacy: Prepare to learn (Second edition). Van Schaik, Pretoria. ISBN 978 0 627 02690 4.
2002. Designing language teaching: on becoming a reflective professional. The E-book can be downloaded free of charge.
1994. – with Matty Strydom & Genoniva Taylor. Starting English. [Video]. Bloemfontein: ELMAP.
1991. – with M Rousseau. Starting English: a first course for children. Johannesburg: Heinemann-Centaur in association with English Language Methods and Programmes (ELMAP).
1989a. – with A. Grobbelaar, B.M. Kitching & R. Belter. Easing into English: a programme for beginners. [Video]. Bloemfontein: The Urban Foundation.
1988. Linguistics: a crash course for students (Revised edition). Bloemfontein: Patmos.
1987a. – with R. Olivier, P. Wyndham & M. Pretorius. Saturday morning in town: a neighbourhood-to-neighbourhood experimental ESL class. Video. Bloemfontein: BUE, UOFS.
1987 b. – with G.J. van Jaarsveld. Doelgerigte Afrikaans: vier oefeninge. Video. Bloemfontein: BUE, UOFS.
1986b. – with G.J. van Jaarsveld, B. van Rensburg & M.C.J. van Rensburg. Vier kommunikatiewe taaloefeninge. [Video]. Bloemfontein: BUE, UOFS.
1986c. – with G.J. van Jaarsveld. Doelgerigte Afrikaans 1: Handleiding vir onderwysers. Bloemfontein: Patmos.
1986d. – with G.J. van Jaarsveld. Doelgerigte Afrikaans; St. 8 & 9: kommunikatiewe oefeninge, aktiwiteite, rolspeletjies en strategieë. Bloemfontein: Patmos.
1985a. Making certain: a course for advanced learners of English. Bloemfontein: Patmos.
Technical reports
2013. – with C. du Plessis & S. Steyn. Towards a construct for assessing high-level language ability in Grade 12. First report to Umalusi on the Home Languages Project. Bloemfontein: ICELDA.
1993. Regional education profile: OFS. Bloemfontein: The Urban Foundation.
1990. – with L.A. Alston & K. van Loggerenberg. Regional education profile: OFS. Bloemfontein: The Urban Foundation.
1989. – with L.A. Alston. Regional education profile: OFS. Bloemfontein: The Urban Foundation.
1988. – with E.P. Beukes. Education in the OFS: a development perspective. Bloemfontein: The Urban Foundation.
1987. – with J.J. Fourie. Industrial communication project, Namibia Chamber of Mines: preliminary report.
allofliferedeemed 