Abstract

WEIDEMAN, Albert. Building blocks and lodestars: Well-considered solutions for persistent language problems. Tydskr. geesteswet. [online]. 2025, vol.65, n.1, pp.317-335. ISSN 2224-7912.  https://doi.org/10.17159/2224-7912/2025/v65n1a14.

The appreciation we have for the work of Christo van Rensburg often derives from his insights into the origins of Afrikaans. Perhaps it underestimates his contribution to the establishment of exciting and, on reconsideration, significant language interventions. One such intervention was the establishment ofwhat is known today as the Unit for Academic Literacy at the University of Pretoria. This contribution explores the conceptualisation and theoretical grounding of these kinds of initiatives from the perspective of applied linguistics. It is an invitation to reflect on the nature of applied linguistics, and on the fundamental notions operative in thatfield that will allow us to conceptualise the principles of language intervention design. These principles facilitate evaluating whether the designed solution is of good or of lesser quality. In this exposition applied linguistics is defined rather as a discipline of design than as that suggested by the single discipline from which its name derives, namely linguistics. Designed language interventions are central in applied linguistics, even in the broad definitions of the field. However, to be able to design language policies, language courses, and language tests responsibly, the designers of these interventions have to seek theoretical grounds. The analysis presented here acknowledges that theory begins with abstraction. We abstract away from factual language objects, events, states or interactions. The first abstraction recognises six types of applied linguistic artefacts, operative on both the normative and factual sides of the modality of design. Thus, language curricula function as the normative requirements for factual language courses; language constructs and test specifications set the normative conditions for language assessment instruments; and institutional language policies regulate and determine the factual arrangements for language use within organisations. Without theoretical support for the design, the intervention may remain just another plan. It is noteworthy that the supporting theory does not always derive from linguistics, but from a variety of other disciplines. Design is the nucleus of what we call the technical mode of experience, and responsible design needs grounding. That we find in examining the connections of the technical modality of design with the other modes of experience. These connections between modalities are the first steps towards forming basic applied linguistic concepts and ideas. Their investigation reveals fundamental analogical concepts and ideas that stretch across the particular conditions which apply to language courses, tests and policies. What is more, the focus on the technical mode as being characteristic of their design, in the sense of being the leading idea in their development, reveals that it functions not only as a modality of experience, but also as a mode of explanation. In this case, the explanation is of how it is possible to form technical concepts and ideas, and how these may be articulated. It is clear that two sets of technical insights can be distinguished: technical concepts and technical ideas. From these two starting points we can distinguish respectively the building blocks, true foundation stones of language intervention design, and their complementary ideas, the technical lodestars that focus our designs on the future. The founding concepts may be termed constitutive concepts. They include the concepts of technical unity, technical limitations, technical regularity, effect, differentiation, appeal, and theoretical defensibility, which are considered first, with accompanying examples. Thereupon we examine the direction-setting technical ideas, labelled regulative ideas since they derive from concept-transcending notions. They include the ideas of technical meaningfulness, implementability, efficiency, harmony, justice, fairness and reputability. Again, illustrations taken from the South African context are provided to elucidate these. Taken together, these principles invite the designers of language interventions to give shape to them, and to do so responsibly. The discussion concludes by identifying several shortcomings in applied linguistic interventions in South Africa, both at university and at secondary school. Despite positive developments, and a much greater awareness of the necessity to pay more deliberate attention to the design of language interventions, there are several remaining challenges. Developments within applied linguistics show how Afrikaans has benefited from, and is likely to continue to benefit from growing interest in the field. Utilising the principles of reliability, validity, theoretical defensibility, and the guiding norms of justice and fairness, we may entertain the hope that we may be able to design language solutions more competently, and in time.

Keywords : applied linguistics; language interventions; intervention designs; theory; fundamental concepts; fundamental ideas; language policy; language courses; language tests.

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