Course design

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Academic_literacy_prepare_to_learn-orderAcademic literacy: prepare to learn
(2nd ed.)

Academic literacy: prepare to learn is different from traditional courses in that it is task-based: it requires of language learners who are developing their academic literacy to do authentic academic tasks and to solve real academic problems. It will appeal to lecturers with large classes, as well as tutors dealing with smaller groups. It is primarily intended for use with first-time students at universities.


“The workbook is based on years of experience in teaching students, a thorough understanding of the language and cognitive requirements of tertiary education and familiarity with the vast research literature in the fields of Second Language Acquisition and academic literacy.”  

Elizabeth de Kadt.  Southern African Linguistics and Applied Language Studies 22(1): 95

Designing_language_teaching_thumbnail [eBook] Designing language teaching: On becoming a reflective professional (2002)

This discussion is about getting a grip on our beliefs about language learning. It is about identifying the style of teaching that we commit ourselves to as a result of what we believe in. For aspiring teachers it is not only about identifying a style that is in tune with their beliefs, but of developing one with which they will be personally satisfied.

“If you want to innovate, start by understanding the beliefs that guide your style of teaching.”

Albert Weideman


Weideman, Albert. 2013. Academic literacy interventions: what are we not yet doing, or not yet doing right? Journal for Language Teaching. 47(2): 11-23. DOI:
  Manuscript available here.

  Weideman, Albert. 2003. Justifying course and task design in language teaching. Acta Academica 35(3): 26-48. URI: 

  Weideman, Albert. 2001.  The old and the new: reconsidering eclecticism in language teaching. Per Linguam 17(1): 1-13. DOI:

Earlier books, toolkits and videos

Weideman, A. & Strydom, M. 1995  Afskop in Afrikaans: ’n eerste kursus vir kinders [toolkit]. Johannesburg: Heinemann/Centaur in association with Language Methods and Programmes (L-MAP).

Weideman, A. &  Rousseau, M.  1991.  Starting English: a first course for children [toolkit]. Johannesburg: Heinemann-Centaur in association with English Language Methods and Programmes (ELMAP).

Van Jaarsveld, G.J. & Weideman, A. 1985.   Doelgerigte Afrikaans; St. 8 & 9: kommunikatiewe oefeninge, aktiwiteite, rolspeletjies en strategieë. Bloemfontein: Patmos.

Weideman, A. 1985. Making certain: a course for advanced learners of English. Bloemfontein: Patmos.


Weideman, A., Strydom, M. & Taylor, V. 1994.  Starting English. Bloemfontein: ELMAP.

Weideman, A., Olivier, R. Wyndham, P.  Pretorius, M.  Saturday morning in town: a neighbourhood-to-neighbourhood experimental ESL class. Bloemfontein: BUE, UOFS.

An article was written on the above project:

Rumball, A. 1988. Innovative approaches to ESL for young learners: South Africa and the United States. Per Linguam (4)1. DOI: