Frontmatter -- Contents -- Contributors -- Abbreviations -- Introduction: A Global Perspective on the South African Context -- Part 1: Conceptual Foundations: Policy, Construct, Learning Potential -- 1 Institutional Language Policy and Academic Literacy in South African Higher Education - a Two-pronged or Forkedtongue Approach? -- 2 A Skills-Neutral Approach to Academic Literacy Assessment -- 3 Does One Size Fit All? Some Considerations for Test Translation -- 4 The Use of Mediation and Feedback in a Standardised Test of Academic Literacy: Theoretical and Design Considerations -- Part 2: Assessing Academic Literacy at Secondary School Level -- 5 Basic Education and Academic Literacy: Conflicting Constructs in the South African National Senior Certificate (NSC) Language Examination -- 6 How Early Should We Measure Academic Literacy? The Usefulness of an Appropriate Test of Academic Literacy for Grade 10 Students -- 7 Design Pathways to Parity Between Parallel Tests of Language Ability: Lessons from a Project -- Part 3: Assessing Discipline-Specific Needs at University -- 8 Generic Academic Literacy Testing: A Logical Precursor for Faculty- Specific Language Teaching and Assessment -- 9 Diagnosing with Care: The Academic Literacy Needs of Theology Students -- 10 Assessing Readiness to Write: The Design of an Assessment of Preparedness to Present Multimodal Information (APPMI) -- 11 Postscript: What the Data Tell Us: An Overview of Language Assessment Research in South Africa's Multilingual Context -- Subject Index -- Author Index