Research outputs

Accredited articles

Olivier, J. 2011. Acknowledging and protecting language rights on SABC TV through the use of subtitles. Communicatio, 37(2):225-241.

Olivier, J. 2011. Accommodating multilingualism in IT classrooms in the Free State province. Southern African Linguistics and Applied Language Studies, 29(2):209-220.

Olivier, L. & Olivier, J. 2012. (Her)stelwerk: skoolopstelle as voorbereiding vir akademiese geletterdheid op universiteitsvlak. Tydskrif vir Taalonderrig, 46(1):30-44.

Olivier, J. 2013. The accommodation of multilingualism through blended learning in a high school environment. Perspectives in Education, 31(4):43-57.

Olivier, J.  2013.  Die mate van konsekwentheid in SMS-Afrikaans.  LitNet Akademies, 10(2):479-505. http://www.litnet.co.za/Article/die-mate-van-konsekwentheid-in-sms-afrikaans

Olivier, L. & Olivier, J.  2013.  The influence of affective variables on the acquisition of academic literacy.  Per Linguam, 29(2):56-71.

Olivier, J. & Kotzé, E.  2014. Taalverskuiwing en taalhandhawing onder Afrikaanse ekspatriate.  LitNet Akademies, 11(3) http://www.litnet.co.za/Article/taalverskuiwing-en-taalhandhawing-onder-afrikaanse-ekspatriate

Olivier, J.  2014.  Twitter usernames: exploring the nature of online South African nicknames.  Nomina Africana, 28(2):51-74

Olivier, J. 2014.  A blended learning approach to teaching language variation. Per Linguam, 30(2):51-68.

Olivier, J.  2014.  Compulsory African languages in tertiary education: prejudices from news website comments.  Southern African Linguistics and Applied Language Studies, 32(4):483-498.

Olivier, L. & Olivier, J.  2014.  Tell-tale signs: reflection towards the acquisition of academic discourses as second languages.  Stellenbosch Papers in Linguistics (SPiL), 43.

Olivier, J.  2014.  Kom join die PUK: die gebruik van Engels in honneursprogramme op ’n Afrikaanse universiteitskampus van die NWU. Tydskrif vir Geesteswetenskappe, 54(4):610-634. Des.

Olivier, J.  2015.  Afrikaanse transtaling en taaloorgang: die napraat van Tsotsitaal en Swartafrikaans. Stilet, 27(2):63-82.

Olivier, J.  2016.  Vervlegte interaksie: implementering van ’n bring-jou-eie- toestel-benadering teenoor verskafde tabletrekenaars.  Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 35(1):a1391.

Breed, A., Carstens, W.A.M. & Olivier, J.  2016.  Die DBAT: ’n onbekende digitale taalkundemuseum.  Tydskrif vir Geesteswetenskappe, 56(2-1):391-409.

Olivier, J. 2016.  Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment.  Literator, 37(2):a1288.

Olivier, L. & Olivier, J.  2016.  Exploring writing apprehension amongst Afrikaans-speaking first-year students.  Reading & Writing, 7(1):a89.

Olivier, J.  2016.  A journey towards self-directed writing: a longitudinal study of undergraduate language students’ writing. Per Linguam, 32(3):28-47.

Maritz, A. & Olivier, J.  2016.  Napraatswartafrikaans: konteks en persepsies van die alternatiewe gebruik van Swartafrikaans. LitNet Akademies, 13(3):381-423.

Olivier, J.  2016.  Sesotho Online: establishing an internet-based language knowledge community. South African Journal of African Languages, 36(2):141-152.

Fouché, N., Van den Berg, R & Olivier, J. 2017. Carstens se raamwerk van Afrikaanse konjunksiemerkers: ʼn akkurater en vollediger weergawe. Tydskrif vir Geesteswetenskappe, 57(3):814-836.

Olivier, J. 2018 Die stand van aanlyn oop opvoedkundige hulpbronne in Afrikaans: Afrikaansonderrig as ’n gevallestudie. Tydskrif vir Geesteswetenskappe, 58(4-2):905-924.

Nel, M. & Olivier, J. 2018 Multimodale idiolektiese taalgebruik en skrywerskapverifikasie: ’n korpusontleding van Joan Hambidge se idiolek oor die grense van genres. LitNet Akademies, 15(3), 382-428. https://www.litnet.co.za/multimodale-idiolektiese-taalgebruik-en-skrywerskapverifikasie-n-korpusontleding-van-joan-hambidge-se-idiolek-oor-die-grense-van-genres/

Olivier, J. 2019. Exploring autonomography: the development of a self-directed writing self-rating scale. Iranian Journal of Language Teaching Research, 7(1):1-22.

Olivier, J. 2019. Short Instructional Videos as Multimodal Open Educational Resources for a Language Classroom. Journal of Educational Multimedia and Hypermedia (JEMH), 28(4):381-409.

Olivier, J. 2019. Van oplees na self oop lees: die moontlikhede wat selfgerigte leer met behulp van oop opvoedkundige hulpbronne die letterkundeklas bied. Stilet, 30(2):124-144.

Wittmann, G.E. & Olivier, J. 2019. Professional development in fostering self-directed learning in German Second Additional Language teachers. Per Linguam, 35(3):125-142.

Fouché, N. & Olivier, J. 2020. Realiseringsmiddele van leksikale kohesie: ʼn Raamwerk vir die onderrig van skryfvaardighede in die Afrikaansklaskamer. LitNet Akademies, 17(1). https://www.litnet.co.za/die-realisering-van-leksikale-kohesie-n-korpuslinguistiese-ondersoek-van-afrikaanssprekende-graad-6-en-graad-9-leerders-se-skryfwerk/

Wittmann, G. & Olivier, J. 2020. Professional development needs of teachers of German Second Additional Language in South Africa. Acta Germanica, 48(1):53-73.

Olivier, J. 2020. Self-directed open educational practices for a decolonized South African curriculum: a process of localization for learning. Journal of e-Learning and Knowledge Society, 16(4):20-28. https://doi.org/10.20368/1971-8829/113533

Books

Olivier, J., ed. 2020. Self-directed multimodal learning in higher education. Cape Town: AOSIS.

Book chapters

Van Niekerk, A. & Olivier, J. 2014. Pragmatiek. In: Carstens, W.A.M. & Bosman, N., reds.  Kontemporêre Afrikaanse taalkunde. Pretoria: Van Schaik. pp. 275-309.

Van Niekerk, A. & Olivier, J. 2017. Pragmatiek. In: Carstens, W.A.M. & Bosman, N., reds. Kontemporêre Afrikaanse taalkunde. 2de uitg. Pretoria: Van Schaik. pp. 329-363.

Olivier, J., Van der Westhuizen, C., Laubscher, D. & Bailey, R. 2019. The affordances of technology for teaching indigenous knowledge. In: De Beer, J. ed.  The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning. NWU Self-directed Learning Series Volume 2. Cape Town: AOSIS. pp. 277–317. https://doi.org/10.4102/aosis.2019.BK133.10

Olivier, J. 2019. Towards a multiliteracies framework in support of self-directed learning through open educational resources. In: Mentz, E., De Beer, J. & Bailey, R., eds. Self-Directed Learning for the 21st Century: Implications for Higher Education. Cape Town: AOSIS.

Olivier, J. 2020. Gliding across the digital divide with high anxiety: Electronic resource selection towards self-directed writing practice in a South African EAP context. In: Freiermuth, M.R. & Zarrinabadi, N., eds. Technology and Language Learner Psychology. Palgrave Macmillan.

Olivier, J. 2020. Research Ethics Guidelines for Personalized Learning and Teaching Through Big Data. In: Burgos, D., ed. Radical Solutions and Learning Analytics. Singapore: Springer Nature. pp. 37-55. https://doi.org/10.1007/978-981-15-4526-9_3

Olivier, J. 2020. Self-directed Multimodal Learning to Support Demiurgic Access. In: Burgos, D., ed. Radical Solutions and eLearning. Singapore: Springer Nature. pp. 117-130. https://doi.org/10.1007/978-981-15-4952-6_8

Olivier, J. 2020. Self-directed multimodal learning within a context of transformative open education. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.

Bosch, C., Laubscher, D. & Olivier, J. 2020. The affordances of the Community of Inquiry framework for self-directed blended learning in South African research. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.

Seeletso, M. & Olivier, J. 2020. Diffractive pathways in self-directed multimodal learning: experiences from Botswana and South Africa. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.

Olivier, J. 2020. Situated and culturally-appropriate self-directed multimodal learning. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.