The accessibility of English academic texts that were rewritten in plain language and according to document design principles: A Stellenbosch University case study

The current study investigated Stellenbosch University students’ experience with English academic texts, and considered solutions for potential problems that students might encounter with such texts. The findings suggested a user-friendly, simple application of English as a strategy to support students who struggle with academic English. The widespread acceptance of English as the language of instruction in education has not only preserved but also disguised how language continues to maintain the status quo of advancing the privileged. Even though English is not the first language of most students at Stellenbosch University students preferred English as medium of instruction. Students have also been conditioned to believe that indigenous languages are incapable of functioning on their own, and that it is essential to learn English to overcome the insufficiency of their native languages. Students therefore associate intellectual ability with English. This acceptance of English as instruction medium preserves and disguises how language continues to be used as an exclusionary mechanism. The premise of the current study was therefore to propose an intralingual translation of academic English into plain language without compromising the content and accuracy of the text. Additionally, since academic English is based on the numerous, complex structures of the English language, the current study proposed to ‘translate’ aspects of academic English into plain language, and to adapt academic texts according to document design principles. Moreover, many students encounter problems during their studies because of their inability to acquire “a sophisticated use of English” often found in academic English. Students are often able to communicate sufficiently in English, but struggle to study with English besides their subject-specific knowledge. A notable distinction arises in this regard: • basic communicative skills (BICS), which refers to a person’s ability to communicate fluently in a particular language; and • cognitive academic proficiency (CALP), which indicates an ability to understand and identify academic codes, concepts and ideas both verbally and in writing. Some South African students are often able to communicate in English (BICS), but they struggle to comprehend academic texts written in English (CALP). The study thus focused on the difficulties that students experience with academic English, but also on how these challenges could be addressed through textual intervention. Academic texts usually contain technical terms and phrases that are specific to a certain subject field; nonetheless, plain language can be used to create clear and usable texts that suit the unique needs and purposes of both subject-matter novices and subject-matter experts. Additionally, the implementation of plain language in academic texts could be successful if the text adheres to the characteristics of an academic text and is clear and understandable to its specific audience without any alteration of the content or integrity of the text.

Grantor dc:publisher

Stellenbosch : Stellenbosch University

Year dc:date.issued

2026

Author dc:creator

• Gabriels, Carmen Allison Pamela

Advisor dc:contributor.advisor

• Marais, Amanda

Language dc:language.iso

en

Repository record dc:identifier.uri

https://scholar.sun.ac.za/handle/10019.1/136002

OAI identifier oai:identifier

oai:scholar.sun.ac.za:10019.1/136002