This article considers the discourses used by students, mainstream lecturers and academic development lecturers in their evaluations of language interventions at Technikon Natal from 1991 to 2002. The discourses under scrutiny are those of academic literacy: the beliefs, attitudes, values and norms necessary for "epistemological access to higher education" (Morrow 1993:3). The broadening understanding of academic literacy as a social practice has resulted in the questioning of add-on language courses aimed at improving mechanical skills--particularly where such courses are taught in isolation of the mainstream programme. This has particular relevance to the planned increase in the number of foundation programmes to be offered. (Contains 4 endnotes.)