SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Language Practice

SAQA QUAL ID	QUALIFICATION TITLE
110065	Advanced Diploma in Language Practice
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 04 - Communication Studies and Language		Language
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-07-25	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Advanced Diploma in Language Practice aims to empower the contemporary South African community with professionals equipped with the requisite educational background and practical expertise to contribute meaningfully to the socioeconomic and political growth of the country. Qualifying learners are expected to display advanced skills in taking informed professional independent decisions in situations, which will warrant such action. They will, furthermore, have advanced knowledge of a range of methods of enquiry in the field, discipline or practice, and understand their suitability to specific areas of investigation cognisant of the need fully to understand South Africa's multilingual contexts and diverse cultural milieu in order to contribute towards social cohesion and nation building. The development and promotion of African Languages is a national imperative.

Cognisant of the importance of developing and promoting previously marginalised African languages to become media of communication, instruction and learning, the qualification will offer various pathways that involve a specialisation in English and either of Afrikaans, IsiZulu, Northern Sotho, Setswana, Tshivenda or Xitsonga. Learners who choose any of the foregoing languages for further study will focus on a comprehensive study of the following: Language Translation, Editing, Sociolinguistics, Psycholinguistics, Discourse Analysis, Literature, Research Methods and Techniques all of which are important components and essential tools in the area of Language Practice in particular. The role of language translation, document design, copywriting, text editing, terminology, lexicography, language management and language technology has become central to language development and promotion. These focus areas of language study seek to focus learners on an advanced study of these various aspects of language practice, especially within the context of the development, advancement and promotion of previously marginalised South African languages in domains such as courts, banks, government and private sector institutions. The focus areas further open up new vistas for learners to actively engage with tools and theories essential for a functional application in a quest to develop and promote previously marginalised languages, within the South African context. The Advanced Diploma in Language Practice qualification is expected to vertically articulate into the Postgraduate Diploma in Language Practice.

Rationale:
Given the considerable multilingual and multicultural context of South Africa; the importance of language and its use therein, especially for the professional purposes, it is imperative that specialised human resources to cope with national needs and wants in these areas be developed. Some of the more specific areas of need are: language learning, translation, interpreting and editing (theory and practical), communication, copyrighting, branding, mass media and academic research.

Learners has the opportunity to choose two electives from the possible four electives. These electives are Terminological Development, English for Specific Purposes, Multilingualism, and African Literatures in English.

The communication component of the qualification, prepares learners to communicate effectively in any organisation/company/department/institution. The qualification will further prepare learners to apply skills and knowledge they may have gained in their different realities in the labour market while the introduction of the research component empowers learners with analytical skills needed at any work environment, but also serves as a foundational phase for Postgraduate studies. It is expected to vertically articulate into the Postgraduate Diploma in Language Practice for learners from universities of technologies. This qualification further combines theory and intensive practice in its offerings by giving learners opportunities to put into practice the theory which they learnt before they exit, e.g. practical translation, interpreting and editing. Typically, qualifying learners should benefit society by providing professional services such as translating, proofreading and editing of documents from source language to target languages. In addition, the qualification offers specialised training needed for the training of interpreters and translators in a multilingual and culturally diverse environment. In its inaugural meeting in 2013, the Department of Applied Languages' Academic Advisory Committee comprising of various stakeholders in the language Practice industry supported the development of such a qualification also cognisant of the South African Language Practitioners' Council Act 08 of 2014.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Institution gives Recognition of Prior Learning (RPL), as stipulated in the institutional RPL policy, in order to prevent the repetition of offerings already obtained which correspond with the current offering being pursued. RPL recognition requires the learner to furnish evidence of exceptional experience, depth and scope that is in line with the outcomes of the relevant subject or qualification for which recognition is s sought. Learners may apply for RPL or for admission via the prescribed route. The specific relevant documentation will be requested from these applicants, and these cases will be handled on an individual basis. All evidences will be assessed against the stated outcomes and learners have the right to appeal against the assessment judgement.

Entry Requirements:
The minimum admission requirements are the following:

Diploma in Language Practice, Diploma, or.

Bachelor's degree or.

An appropriate National Qualifications Framework(NQF) Level 6 qualification with a 120 Credits.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at National Qualifications Framework(NQF) Level 7 totalling 120 Credits.

Compulsory Modules 108 Credits:

English IV, 24 Credits.

African Language IV (One the following languages: Afrikaans, IsiZulu, Northern Sotho, Setswana, Tshivenda, Xitsonga), 24 Credits.

Research Methodology for Languages I, 12 Credits.

Language Translation and Editing Studies I, 24 Credits.

Sociolinguistics, 12 Credits.

Language and Technology, 12 Credits.

Electives (Choose any two modules - 12 Credits):

Terminological Development, 6 Credits.

English for Specific Purposes, 6 Credits.

Multilingualism, 6 Credits.

African Literatures in English, 6 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate advanced detailed knowledge of various aspects related to linguistics and language in general. These include the exploration of theories related to literature, sociolinguistics, language and business and language development and translation.
2. Evaluate, select and apply appropriate methods, procedures or techniques by using advanced knowledge of Language theory within the Language related environment.
3. Critically identify, analyse, solve and critically reflect on complex language related problems, gathering data using language related theory and practice, methods and techniques and determine findings and make recommendations based on evidence gathered by following procedures appropriate to a language related field.
4. Interpret the ethical and legislative implications and apply decisions and actions affecting the Language Practice profession, by using knowledge obtained from different acts inferred in Jurisprudence.
5. Analytically evaluate and interpret different sources of information in the field of Language Practice and ethically select information appropriate to the task, by applying or originating well-developed language related ethical practices such as those outlined in the various forms of equivalence.
6. Reliably and coherently present and communicate appropriate academic and professional information using appropriate technologies for the presentation language related conventions.
7. Make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in one system impact on other systems by using knowledge gained in Jurisprudence, Business Practice and Research.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Detailed knowledge and appreciation of African literatures, among others, as well as some of the major trends related to literary theory and criticism is applied by engaging with various texts.

Knowledge related to status and corpus planning is applied through an explanation of the various skills associated with terminological compilation and standardisation.

Associated Assessment Criteria for Exit Level Outcome 2:

Techniques, processes, systems or technologies are applied and transferred in an original, creative and an innovative way appropriate to specialised and complex context within the language related field.

Associated Assessment Criteria for Exit Level Outcome 3:

Specialist knowledge and theory are applied in critically reflexive, creative and novel ways to address complex practical and theoretical problems within a language related field.

Competence in all applications is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4:

Professional conduct, behaviour and attitudes in all academic settings are applied.

The link between language related practices such as translation with ideology and manipulation of the image of the source culture are demonstrated in an ethically and professionally sound manner through an engagement with relevant texts.

Ethical consequences of dealing with a language related endeavour are studied and investigated through the exploration of a variety of texts.

Associated Assessment Criteria for Exit Level Outcome 5:

Types of knowledge relevant to the field of Language Practice are evaluated.

Appropriate processes of gathering information are developed and applied.

Sources of information are validated independently.

Own ideas and opinions are developed and communicated in well-formed arguments.

Associated Assessment Criteria Exit Level Outcome 6:

Appropriate visual and language skills are used in all oral and/or written communication.

Complex problem solving is communicated reliably and coherently using appropriate academic and professional conventions, as well as recognised techniques associated with the exploration and evaluation of linguistic processes.

Team communication and interpersonal skills are displayed in working and communication in a multidisciplinary team.

Associated Assessment Criteria Exit Level Outcome 7:

Responsibility is taken for own work decisions taken and the use of resources.

Tasks and specific needs are identified and addressed appropriately.

Full responsibility is taken for own work, decision making and the use of resources.

Integrated Assessment:
All modules and related intended learning outcomes and relevant assessment criteria are underpinned, informed and constructively aligned with the Exit Level Outcomes (ELO's). The ELO's were designed in articulation with the level descriptors and are as such aligned with the purpose statement. All teaching and learning (T&L) strategies and experiences are aligned with these outcomes and as such inform the scope and depth of all related content. Instructional methodologies and related application and assessment tasks are infused by the outcomes and underpin the assessment criteria as well as assessment and reflection practices. The design down principle is consequently applied on all levels in the T&L process, constructing continuous development of constructive alignment, ensuring valid and authentic assessment practices.

Theoretical Approach to Assessment:
Conceptual and contextual knowledge are assessed using assessment tasks such as informal and formal tests and examinations for the purpose of summative assessment. Formative assessment is conducted through assessment tasks such as assignments (self-study) and presentations.

Practical Approach to Assessment:
Knowledge, skills and applied competencies are assessed using assessment tasks such as practical reports, written practical tests and practical skills tests for the purpose of both summative and formative assessment.
Integrated assessment is coherently designed as an integral part of the learning process to ensure full alignment with academic qualifications in terms of the purpose and learning content of the qualification and its modules, learning outcomes, assessment criteria, assessment opportunities and strategies. Integrated assessment will be put into practice by doing the following:

Assessing a number of outcomes together.

Assessing a number of assessment criteria together.

Using a combination of assessment methods and instruments for an outcome/outcomes.

Collecting naturally occurring evidence, and.

Acquiring evidence from other sources such as portfolios, logbooks, journals etc.

Any, or a combination of, seminars; workshops; projects and portfolios of evidence.

Continuous assessment through oral presentations and practical work (translation, editing and interpreting) as well as written examinations.

INTERNATIONAL COMPARABILITY

There is no (known) internationally comparable qualification. Although it is not common internationally to find an Advanced Diploma in Language Practice, the closest equivalent, in terms of practical and applied orientations, content, time limit, and protocols for assessment would be the Diploma in Applied Linguistics or Translation and Interpretation normally offered in comprehensive higher education institutions such as Macquarie University in Australia and the University of Warsaw in Poland. Even though these institutions are not based in officially recognised multilingual contexts, their societies are cosmopolitan in nature making for a reasonably viable basis of comparison.

ARTICULATION OPTIONS

The qualification allows for horizontal and vertical articulation.
Horizontal Articulation:

Advanced Diploma in Copywriting, Level 7.

Vertical Articulation:

Postgraduate Diploma in Language Practice, Level 8.

Bachelor Honours Degree in Language Practice, Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Tshwane University of Technology (TUT)