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The notion of voice as an integral aspect of language use has been extensively theorised in linguistics. However, empirical research and pedagogical models have not yet matched the sophistication of voice theories in linguistics, and little attention has been paid to advanced academic writing. This article attempts to address two pertinent gaps in the pedagogical and empirical literature: inadequate training of doctoral students to make an authentic contribution to knowledge creation in their respective fields, of which a distinctive authorial voice is a criterial feature; and bridging the gap between theory-and practice. An account is given of two theoretical models of voice – both embedded in Systemic Functional Linguistics – that have served as the basis of the majority of instruments aimed at concretising the somewhat elusive notion of voice. An overview is given of existing heuristics of voice designed by other scholars, followed by the presentation and description of a self-developed and comprehensive heuristic framework for voice that may inform the development of instructional toolkits for doctoral students.

In hierdie artikel word die praktyk van transtaling ondersoek binne die konteks van ’n akademiesegeletterdheidsmodule wat in 2016 in Engels aangebied is vir Afrikaanssprekende eerstejaarstudente in Konstruksie-ekonomie. Die navorsing is gedoen met die oog op ’n beskrywing van die sistematiek van die praktyke wat gevolg is, en die moontlike waarde van ’n beskrywende model vir toekomstige kurrikulumontwikkeling. Eerstens word ’n oorsig gegee oor linguistiese en toegepaste linguistiese teorieë wat die gebruik van die eerste taal in die tweedetaalklas ondersteun. Dit word gevolg deur ’n bespreking van die onderskeid tussen leerdergesentreerde en dosentgesentreerde transtaling, wat as vertrekpunt dien vir die ponering van ’n pedagogiese raamwerk vir transtaling. Die empiriese gedeelte van die artikel beskryf ’n gevallestudie van beperkte omvang, wat gerig was op die transtalingsvookeure en -praktyke van eerstejaarstudente in Konstruksie-ekonomie. Die data, wat deur middel van voor- en na-intervensie-vraelyste ingesamel is, is sowel kwantitatief as kwalitatief ontleed. Dit blyk dat die studente reeds voor die aanvang van die module positief ingestel was teenoor die gebruik van sistematiese transtaling, en dat hulle houding tydens die intervensie positief gebly het. Gedurende die intervensie is dosentgesentreerde transtaling gebruik vir funksies soos klasbestuur, verduideliking van grammatika en woordbetekenis, sowel as vir kommunikasie met individuele studente. Leerdergesentreerde transtaling het veral plaasgevind gedurende interpersoonlike kommunikasie met medestudente en die dosent, asook beplanning en onderhandeling in kleingroepe. Die ontleding van die data het twee aspekte van die pedagogiek van transtaling uitgelig wat nog nie voldoende aandag in die literatuur gekry het nie, naamlik die verskil en die onderlinge verband tussen transtaling en vertaling; en die soms eensydige fokus op transtaling in die rigting van die T1, teenoor die inverse: transtaling in die rigting van die T2. Op grond van die navorsingsbevindinge word ’n kurrikulummodel voorgestel wat as basis kan dien vir die beplanning van transtaling in kontekste waar nuwe vakkonsepte tesame met ’n tweede taal as akademiese taal aangeleer word. Hierdeur word die toegepaste linguistiek se fokus op sowel teorie as empirie in die ontwerp van oplossings vir praktiese taalprobleme beklemtoon.

The majority of South African universities are faced with the challenge of teaching subject-specific academic literacy in English to linguistically diverse student groups, while the academic literacy lecturers themselves display a variety of first languages and linguistic repertoires. Over the past 50 years, a major consideration in L2 teaching has been whether to focus only on the target language (the L2), or to allow the first languages of the learners into the L2 classroom as linguistic and cognitive resources, while retaining the focus on the target language. This article departs from the premise that the language focus (either multi- or monolingual) is not crucial, but rather how L2 learning is scaffolded. A scaffolding framework is derived from Van Lier’s (2004) model and Walqui’s (2006) socioculturally embedded strategies for improving the performance of students’ learning of subject content in their second language, namely modelling, bridging, building schema, contextualisation, re-presenting text and developing metacognition. In the article, I demonstrate that Walqui’s six techniques can be adapted to accommodate monolingual as well as bi-/multilingual dimensions of teaching an L2, and can be justified with reference to Van Lier's four-quadrant model. I conclude that a scaffolding approach to teaching language and content in an integrated way is part of any good language pedagogy. However, scaffolds should ideally be designed within a multisemiotic mindset and aimed at producing lasting cognitive gains.

Increasing evidence from corpus, discourse and genre analysis has indicated that there is significant variation between disciplines in the way that they structure their discourses, in particular their written genres. Therefore, discipline-specific approaches in language teaching have gained much support in recent years. However, few studies have thus far given a systematic account of relationships between disciplinary purposes and writing conventions, or have used such information as input for course design. This article analyses the purposes of historical writing, and relates these to the salient concepts, genres and modes found in historical discourse. In particular, the discursive and lexicogrammatical choices that are available to the historian for the construal of time, cause and effect, and judgement or evaluation are explored. One particular aspect of evaluation, viz. engagement, is teased out in more detail to demonstrate the pedagogical value of corpus-based genre analysis. The findings underscore the assumption that disciplinary purposes shape texts in a discipline, and show that there is a clear relationship between the main purposes of a subject-field and its writing conventions – at least as far as History is concerned. A genre-based syllabus for a writing course aimed at second-year students of history is subsequently proposed, and a preview is given of the follow-up research that is envisaged to evaluate the effect of the intervention as well as to compare it with the effect of a generic intervention.

The reigning orthodoxy in writing centres has been to avoid directive approaches and embrace non-directive approaches to tutoring. Although this 'myth has been debunked by various writing centre scholars since the late 1990s, many guidebooks on tutoring still adhere to it. We believe that theory-led empirical research on tutor approaches and actions is necessary to demonstrate the situation-dependent efficacy of directive approaches, and thereby dispel the myth that a peer role is preferred to a teacherly role. This paper starts addressing the need for theory-led empirical research on directiveness by applying theories of linguistic pragmatics to analyze writing centre consultations, and assist writing centre tutors to develop a critical awareness of both their actions and students' responses. First, an overview is given of the description of directiveness in the writing centre literature. This is followed by an overview of micro- and macropragmatic theories on speech acts in linguistics, and suggestions on how they may be applied to better understand the role of directiveness in writing centre consultations. This is followed by an overview of present research project, and an analysis of two excerpts (speech events) from a particular consultation. The article is concluded by a reflection on the findings, and suggestions are made on how to apply them towards improving writing centre pedagogy at the institution where the research was conducted.

Communication in the 21st century has become multimodal. A variety of primary modes, including text, narration, movement, colour and sound are also "translated" and delivered in secondary modes through electronic devices. One of the genres that is characterised by multimodality is audio-visual presentation. In students' presentations, speech is normally the primary mode, supported by text, movement, still pictures and colour. In oral presentation, physical gestures, gaze and other body language function as part of multimodal ensembles. This article focuses, in particular, on the hand gestures that form part of modal ensembles. In scholarly literature, the word "gesture" is used to imply that the actor has some voluntary control over a movement, and its meaning. Gestures are "actions" demonstrating "features of manifest deliberate expressiveness" (Kendon, 2004:14, 15), which involve the hand and arm movements humans make when they speak (Seyfeddinpur, 2011:148; Roth, 2001:368). Much of the theoretical literature on gestures deals with how they are cognitively processed. De Ruiter (2007) distinguishes three main "architectures" that account for different viewpoints on the processing of manual gestures: Window Architecture (Beattie, 2003) assumes that gestures come straight from the mind, without mediation by language. Language Architecture assumes that the language a person speaks affects their gesture. Postcard Architecture implies that words, speech and gesture arise together from an underlying propositional representation that has both visual and linguistic aspects (Tenjes, 2001:317). Kendon (1980; 2004) and McNeill (1992:2) have consistently emphasised the unity of speech and gesture. Postcard Architecture resonates with thinking in recent and current studies in multimodality, that there are no distinct semiotic systems in the human brain, but rather one integrated repertoire of linguistic and semiotic practices from which communicators constantly draw (Garcia, 2009; Garcia & Li, 2014; Canagarajah, 2011; Mazak, 2017). Sign makers make meaning by drawing on a variety of modes that combine with others in "ensembles" (Kress & Van Leeuwen, 1996; 2001; Kress, 2010). However, there is still no general consensus on whether gestures primarily explicate the thought processes of the speaker, or intentionally communicate information to the audience or interlocutor, or both. For the purpose of this article it is deemed sufficient to recognise that gestures constitute part of multimodal ensembles, in which oral discourse is the primary mode of communication; that gestures do have communicative value; and that people use gestures in accordance with their communicative goals (Müller, Bressem & Ladewig, 2013:713). The majority of scholars today view language and gestures as semiotic systems of which the signs have form and meaning. It is also generally accepted that gesture studies need their own vocabularies in order to talk about their mode-specific formal characteristics. Below, an overview is given of the most cited gesture typologies and the nomenclatures for describing some of the formal characteristics of gestures. From the various gesture typologies, in particular McNeill (1992), (Tenjes (2001) and Müller (1998; 2004) the following typology has been distilled to serve as a basis for the semantic categorisation of gestures: Representational Concrete: Iconic Abstract: Metaphorical Referential Concrete (referent present in the discursive space) Concrete (referent absent from the discursive space) Abstract (metaphorical) Emblems Beats Discourse gestures (left, right or both), semi-conventionalised hand shapes and orientation of the palm and fingers, as well as position of gestures in the gesture space. Subsequently a description is given of a research project that analyses co-speech gestures in a corpus of 17 video-recorded group presentations by first-year students of theology registered for the module "Academic Literacy for Theology" on the topic "The evaluation of ten church websites according to criteria from a published theology article" (Waters & Tindall, 2010). Data were captured during three different cycles: • Extracting the speech from each video using the software program Subtitle Edit, saved in a Microsoft Excel file, and edited. • Dividing the text according to presentations and (speech) turns by group members, and saved in separate Word documents. • Watching each video again, while conducting the following actions: Dividing all the relevant gestures according to the five main types and their subtypes and inserting them as still pictures into the relevant files, for example "metaphor", "abstract deixis". During the analysis, all captured images of the gestures demonstrating "manifest deliberate expressiveness" (Kendon, 2004:15) were further categorised according to their formal characteristics (handedness, position in gesture space and hand shape). A number of representative examples from each of the main typological categories (deictic, iconic and metaphoric) were described in detail. This was done by replaying the relevant video clip a number of times, listening to the speech, and interpreting the information with reference to the literature review. The following table gives a brief overview of the findings regarding handedness, position in the gesture space, and the hand shape of the 232 analysed gestures. The table shows that both hands are used for approximately two thirds of the iconic and metaphorical gestures, while deictic gestures are predominantly produced with only one hand. This is not surprising, given the referential (demonstrative) purpose of deictic gestures (for which only one hand is necessary), as opposed to iconic and metaphorical gestures, which have a representative function, best achieved by using both hands. Findings regarding the gesture space is well aligned with findings in the literature. Regarding hand shape, the C- and flat C-shape occur in 17% of the iconic gestures, while the shallow cup occurs in similar frequencies (between 10,4 and 13,1%) across all three main typological categories. An unexpected, but positive, finding was that the open hand is the preferred shape for deictic gestures (63%), and not the pistol shape, which is strongly discouraged in the advice literature on the use of gestures in presentations. The article is concluded by advice for the use of gestures in students' audiovisual presentations. The advice is based on the gesture theories and typologies discussed earlier, as well as on the analysis of the corpus. [ABSTRACT FROM AUTHOR]

A variety of factors influence the strategies and practices of writing teachers and tutors, such as beliefs about writing and how writing can be learned; following mandates by educational authorities; uncritical adherence to the latest, most fashionable practice; and poor support of writing facilitators in the contexts in which they are employed. These factors increase the need for creating among facilitators of writing an awareness of the different theoretical approaches and traditions of writing and learning to write in applied linguistics and education, as well as the pedagogic practices in writing centres that are associated with them. This paper takes as its point of departure the three main educational theories underpinning writing centre work: The Current-traditional paradigm, Expressivism and Socio-constructionism. However, we argue that theories used to characterise and justify writing centre work need to be adapted to suit specific historical and local contexts. In particular, we propose that writing in South Africa should acknowledge the need to identify theoretical and analytical lenses that are appropriate to their specific institutional contexts. The discussion of the main theories and pertinent sub-theories is followed by a tabulated summary of each theory, underlying beliefs, associated writing centre models, tutor roles that align with each approach, and the associated tutoring strategies. The article is concluded by outlining a broad framework to underpin tutor training, which draws on powerful theories that originated in the global North as well as theories that are particularly relevant to the global South and speak to its complexities. [ABSTRACT FROM AUTHOR]

According to the Policy on Minimum Requirements for Teacher Education Qualifications (2011), the acquisition of academic literacies lays the foundation for effective learning in higher education. However, one of the major challenges for designers of academic literacies programmes is to accommodate culturally and linguistically diverse student groups. In response to this challenge the academic literacies curriculum for B.Ed. students overtly draws upon the multiple languages and literacies students bring to the university, using these as a foundation for initiating them into the literacy practices of academia. One of the methods used to operationalise this strategy was to introduce literacy narrative pedagogy, and to gain insight into students’ acquisition of literacies by analysing their self-narratives. This article describes students’ construction of the identities of significant others in their narratives. New literacy studies serve as the theoretical foundation for the pedagogy, and is used in combination with Self-determination Theory as a theoretical framework for the data analysis. The analysis shows that relatedness is the most salient catalyst of motivation in the acquisition of literacies, and parents as well as other primary caregivers feature as the most important sponsors of relatedness. The article concludes with a reflection on the value of the research for curriculum review. [ABSTRACT FROM PUBLISHER]