SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts Honours in Applied Linguistics and Literary Theory

SAQA QUAL ID	QUALIFICATION TITLE
110507	Bachelor of Arts Honours in Applied Linguistics and Literary Theory
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 04 - Communication Studies and Language		Language
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	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

The primary purpose of this qualification is to provide qualifying learners with various types of advanced competence.

Practical competence: Research skills, communicative competence and other types of competence in the language to be used in the language practitioner's profession e.g. linguistic competence, discourse competence, strategic competence, socio-linguistic competence, socio-pragmatic competence, pragmalinguistic competence, cross cultural
competence, literary reading competence, aesthetic literary competence, stylistic competence, interpretive competence, also reading and receptive skills, writing and productive skills.

Foundational competence: Knowledge of and insights into the domains of second language acquisition theories and research, socio-linguistic theories and research, second language teaching methodology research and practice, reading models, theories and research, writing models, theories and research, literacy and academic support research and practice, bilingualism and multilingualism research and practice, multicultural communication research and practice, bilingual education models, research and practice, outcomes based education research and application, socio and genre literacy, translation, editing, interpreting. The ability to identify and solve problems in these domains and to reason, debate, synthesise, interpret, analyse, make comparisons and cross references within the various sub-domains.

Reflective competence: The ability to reflect critically on one's own learning and also on that of others. The ability to construct new knowledge, work collaboratively with peers, make decisions, evaluate options, apply knowledge and insights obtained within certain domains to new domains (i.e. the ability to transfer learning to other domains).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

1. Be proficient in the language of specialisation.
2. Be able to use technical equipment such as required.
3. Be able to evaluate their own skills and particularly linguistic and communicative skills critically.
4. Be able to apply self-learning strategies.
5. Be able to evaluate peers' skills and particularly linguistic and communicative skills critically.
6. Be able to work collaboratively with peers.
7. Handle learning material in a professional, i.e. unbiased, accurate and honest manner.
8. Be aware of self-employment possibilities.
9. Be able to undertake individual research, engage in a programme of reading of relevant academic texts, take responsibility for own learning programme.
10. Communicate in suitable academic language, own research findings, draw own conclusions, make oral presentations to peers.
11. Display contextual knowledge and insights into the theoretical, research and applied issues in the relevant linguistic domains
12. Display awareness and knowledge of societal problems regarding bilingualism, multiculturalism and language facilitation, language use in professional situation, as well as issues regarding language, text and discourse in the humanities.
13. Be tolerant of other languages and cultures, speakers of other languages and members of other cultures.

A B.A. degree with a major subject in a language and/or a relevant specialisation in communication studies, linguistics and/or literary theory, with a minimum of 60% in the major subjects.

Recognition of prior learning:

All potential learners not in possession of a BA degree as described in the above rules need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning, which would give them access to the programme, need to apply to the accreditation committee of the Faculty of Arts for recognition of prior learning.
Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the department offering the module or modules the student wish to be credited for, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe the accreditation should be granted.
The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not to be to the detriment of the potential student and that his/her chances to succeed must be reasonable.
The Committee will assess learners' competence in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. Identify problem areas and provide solutions to problems in the domains outlined in the purpose.

2. Work collaboratively with peers and undertake collaborative research.

3. Undertake individual research, engage in a programme of advanced reading of relevant academic texts, take responsibility for own learning programme, construct own bibliographies in domains, as outlined in the purpose.

4. Undertake individual research, engage in advanced and in depth reading of a cross section of material in the relevant domains, manage and construct own research programme, collect, analyse, organise and critically evaluate knowledge and information in the domains outlined in the purpose.

5. Communicate in suitable academic language own research findings, make own conclusions based on a wide reading of other research findings, make oral presentation to peers.

6. Contextual knowledge and insights into the theoretical research and applied issues in the domains outlined in the purpose.

7. Relate own studies, research and reading to larger domains in linguistic, research, national and international situations pertaining to the fields covered in this degree.

8. Develop advanced self-learning strategies, construct own knowledge, integrate own background knowledge with newly acquired knowledge, develop all the characteristics of successful, independent learners.

9. Develop awareness and knowledge of societal problems regarding second language acquisition, the relationship between language and culture, etc.

10. Develop awareness and knowledge of the existence and treatment of societal and individual multilingualism, cross cultural communication and other societal and individual factors pertaining to the domains outlined in the purpose. Develop a tolerance for other languages and cultures, speakers of other languages and members of other cultures.

11. Develop efficient skills in writing, speaking, reading and listening and in the domains of second language teaching and language planning which can be put to use in seeking employment in these and other domains, writing curriculum vitae, interviews, etc.

12. Develop skills, which can be put to independent use to set up own training programmes, advisory and consultancy businesses, etc., in the domains outlined in the purpose. Develop computer literacy skills.

ASSOCIATED ASSESSMENT CRITERIA

1. Demonstrate the ability to identify and solve problems in the domains outlined in the purpose.

2. Demonstrate the ability to work collaboratively and to undertake collaborative research with peers and to engage in peer evaluation and teaching.

3. Demonstrate the ability to undertake individual learning and research tasks, engage in analytical academic reading, synthetic academic writing and construct bibliographies in domains outlined in the purpose. Demonstrate the ability to take responsibility for own programme of learning.

4. Demonstrate the ability to engage in in-depth reading of a cross section of material in the domains outlined in the purpose, the ability to manage and organise own research programme, collect, analyse, organise and critically evaluate knowledge and information.

5. Demonstrate the ability to communicate research findings and own evaluations and analysis of existing research in competent written and spoken academic language.

6. Demonstrate contextual knowledge and insights into the domains outlined in the purpose.

7. Demonstrate the ability to relate own studies, reading and research to larger domains in linguistics, research and national and international situations pertaining to the domains outlined in the purpose.

8. Demonstrate the development of advanced self-learning strategies and demonstrate the characteristics of successful, independent learners.

9. Demonstrate awareness of societal factors and societal individual problems relating to issues dealt with in this degree.

10. Demonstrate awareness and knowledge of the existence and treatment of societal and individual issues relating to the domains outlined in the purpose.

11. Demonstrate broad communicative competence which would facilitate job-seeking and occupational and professional knowledge and competence in the domains catered for in this qualification.

12. Demonstrate skills, which might be put to independent use in self-employment in the domains catered for in this qualification.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

Written assignments, essays, oral class presentations, class tests, formal semester tests, collaborative research projects and assignments. Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented:

A range of formative assessment strategies is used. Formative assessment strategies include, among others, short essays, presentations in small groups and practical activities. Self-assessment activities are included in study guides. Opportunities for peer assessment are included.

Summative assessment practices that will be implemented:

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of written assignments, formal module tests and/or a research or practical project, as well as end of semester final examinations.

ARTICULATION OPTIONS

1. Access to qualifications on a lower level

Articulation is possible with a BA degree (NQF level 6), or an equivalent qualification.

2. Access to qualifications on the same level

The achievement of this qualification should give learners access to certificates and diplomas in this field at level 7.

Learners who have obtained this qualification may, with the permission of the Dean of the relevant faculty, enter a range of programmes in the Arts and Humanities midstream, given that the rules of access have been complied with. Such learners will therefore be credited for prior learning. Learners who are (or have been) registered for this (or related) qualification at another higher education institution will be allowed, with the permission of the Dean of Arts, to enter mid-stream, provided that the rules of access have been complied with. Such learners will therefore be credited for prior learning.

3. Access to qualifications on the higher level

Having obtained this qualification, the following possibilities for further study in higher education programmes exist:

A postgraduate higher diploma

An MA degree programme in this field of study.

MODERATION OPTIONS

External processes:

External examiners will be appointed for all NQF level 7 modules by the Dean of the Faculty concerned on recommendation by the academic department in which NQF level 7 modules are taken.

External examiners and the institutions they represent:

One external examiner per NQF level 7 module will be appointed. External examiners will be selected from other higher education institutions or from the ranks of practicing professional people outside of academia.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that an assessor should:

Have at least an MA degree in an appropriate field of study and/or be regarded as competent to act as assessor by the academic community be regarded as an expert in the relevant field.

Criteria regarding learning experience:

An assessor should:

Be proficient in the subject matter of the learning area in which he/she is assessing.

Criteria regarding experience of or exposure to assessment:

An assessor needs to:

Have prior assessment experience and/or be trained in assessment practices on higher education level;

a) As part of qualifying as an education and training practitioner; or

b) Through a mentoring process; or

c) Through on the job training; or

d) Through additional study of a unit standard or qualification on assessment.

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.

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