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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Language Practice 
SAQA QUAL ID QUALIFICATION TITLE
111163  Postgraduate Diploma in Language Practice 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate 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 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-23  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 main purpose of a Postgraduate Diploma in Language Practice is multi and interdisciplinary in nature and assists to deepen a learner's existing knowledge in the disciplines of Language, Translation and Communication. The qualification strives towards providing language specialists with an opportunity to reflect, research and engage in language related debates and technologies in a specialist field. This qualification will prepare learners for entry into Master's qualifications, that is, structured or dissertation through deepening their knowledge and understanding of theories, methodologies and practices in language specific disciplines.

The primary purpose of the qualification serves to enhance the skills of language specialists. It is a means for further professional development, and will broaden the learners' existing knowledge of prevalent language in South Africa and abroad.

Rationale:
The rationale for the qualification is to produce learners who are skilled in language, translation, lexicography, terminology and will therefore be able to contribute meaningfully to the development of languages in South Africa. Skills development is not just about training people for employment; it must also empower people to create opportunities to make a living for themselves (NSDS III, 2013:19). There is a need in the market for well-trained Language Practitioners. The qualification is designed to deepen the learner's knowledge, skills and understanding about Language Practice.

The growth of the African economy and the increasing collaboration and cooperation between countries on the continent has increased the demand for professional Language Practitioners. Globalisation has also meant that the market for Language Practitioners who are adept at translating, editing and proofreading services is among the fastest growing in the world. South Africa's progressive language policy along with recent legislation requiring language specialists to have recognised qualifications have contributed towards making these professions an excellent career choice for those with a command of South African indigenous languages.

Language Practice is regarded as being 'the practice of working with language'. Learners with a Language Practice qualification will work in either translation, interpreting, text-editing, copywriting, language planning and language management, and are often fluent in at least two languages. In South Africa there are 11 official languages resulting in language practitioners being highly sought after in both private and public institutions. Language Practitioners are often employed by government departments, private sector organisations or they work on a freelance basis. Learners will be able to find employment at the South African Broadcasting Corporation (SABC), Free State Legislature as well as at other government institutions. Academic training which is intensive is much needed for Language Practitioners, especially if they are to excel in their chosen career path, which is gaining in popularity and is becoming more lucrative than ever before. In the Organisation for Economic Co-operation and Development (OECD) Reviews of Vocational Education and Training Report (2014:58) it is stated that the South African economy needs more artisans and technical skills: "The Accelerated and Shared Growth Initiative for South Africa has identified skilled artisans and vocational skills as critical for sustained growth of the economy".

The Postgraduate Diploma in Language Practice will strike a balance between a knowledge-based learner society and a work-based industry addressing the skills mismatch. Highly competent and skilled Language Practitioners are needed for the effective functioning of the national and provincial industry and economy in South Africa. These specialised practitioners are also required for education and training purposes as well as the development and upliftment of all sections of society. PanSALB or the Pan South African Language Board was established by parliament (Act 59 of 1995), to: develop the 11 official languages and promote multilingualism in South Africa, the constitution also makes reference to the establishment of PanSALB Act mandates that it initiates studies and research aimed at promoting and creating conditions for the development of all 11 official languages. In addition, the Pan South African Language Board (PanSALB) approaches its language development strategies through the following focus areas:
  • Status Language Planning.
  • Language in Education.
  • Translation and Interpreting.
  • Lexicography, Terminology and Place names.
  • Development of Literature and Previously Marginalised Languages, and
  • Language Rights and Mediation.

    This qualification also promotes mobility and articulation through a system of credits. The qualification has made provision for learners who have similar or comparable qualifications, especially those learners wishing to pursue further studies and research in a language related field. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In line with the institution's policy on Recognition of Prior Learning (RPL) provision is already made for admission to non-traditional learners.

    Subject to institutional policies, other language related qualifications may be considered for credits where those credits reflect cognate fields of learning. A faculty Recognition of Prior Learning (RPL) committee is constituted under the Faculty Board to evaluate each case individually and on its own merits.

    The procedure for RPL is as follows: Learners must submit their RPL applications to the Centre for Assessment and Graduation. The candidate is required to complete an RPL application form. Upon submission, it should be accompanied with certified copies of all previous qualifications and a comprehensive Portfolio of Evidence (POE). The completed documents will be submitted to the Faculty of Humanities RPL committee for assessment. The Portfolio of Evidence (POE) is evaluated against the relevant outcomes before approval or disapproval.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Diploma in Language Practice/Communication, NQF Level 7.
  • Bachelor of Art in Language Practice, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework (NQF) Level 8 totalling 120. Credits.

    Compulsory Modules, Level 8 totalling 96 Credits:
  • Advanced Language and Translation Studies V, 24 Credits.
  • Research Methods in Language and Communication II, 24 Credits.
  • Creative Writing II, 24 Credits.
  • Communication and Media I, 24 Credits.

    Elective Modules, Level 24 Credits (Choose one):
  • Afrikaans V, 24 Credits.
  • Sesotho V, 24 Credits.
  • IsiXhosa V, 24 Credits.
  • Setswana V, 24 Credits.
  • French V, 24 Credits.
  • German V, 24 Credits.
  • English V, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Review, analyse, consolidate and synthesise knowledge to develop an astute understanding of Language Practice and provide solutions to complex problems related to the construction and interpretation of writing related texts, and to think critically to generate and evaluate complex ideas about one's writing and the writing of peers.
    2. Apply specialised technical and creative skills to generate specific texts using Terminology and Terminography principles and practice in a South African context.
    3. Demonstrate application of knowledge and skills by applying core methodological and analytical skills related to research in language, communication and translation.
    4. Demonstrate communication skills to show an understanding of the theoretical concepts related to writing and criticism needed to transfer complex knowledge and ideas to a variety of audiences of creative works.
    5. Demonstrate responsibility and accountability for writing -related personal outputs and aspects of working and communicating effectively with others within broad parameters.
    6. Critique how technology impacts use of language in an academic as well as an organisational context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate knowledge of language as an academic discipline.
  • Demonstrate knowledge of language theories and language acquisition.
  • Identify strategies to edit effectively.
  • Display knowledge and skills in drafting of language plans and promoting language services.
  • Demonstrate accuracy in language editing and interpreting.
  • Evaluate various language-related computer applications effectively.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate transfer of meaning from one language to another in professional, community and technical contexts effectively and accurately.
  • Demonstrate knowledge of lexicography and terminology.
  • Differentiate between knowledge of theories, principles and methodologies related to lexicography, lexicology, terminology and terminography.
  • Demonstrate knowledge of development of spelling and orthography of South African languages.
  • Demonstrate knowledge of using digital data in terminology while taking into account copyright and intellectual property.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use appropriate scientific research methodologies to solve complex and abstract problems.
  • Demonstrate skill to critically analyse and differentiate between different types of research, research paradigms, philosophies, ontology and epistemologies.
  • Demonstrate knowledge of how to conduct literature reviews.
  • Differentiate between different research designs.
  • Apply various methods of reliability and validity in quantitative and qualitative research.
  • Apply triangulation in research.
  • Draft a research proposal by applying a specific research paradigm, strategy, methodology and sampling methods.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Write for a variety of purposes including to reflect, clarify, and explore ideas and express understanding.
  • Apply various styles and registers to a variety of situations successfully and appropriately.
  • Explore connections between language use, theme and meaning.
  • Write from different points of view and distinguish distinct voice appropriate to form.
  • Use literary devices for effect and purpose.
  • Write for an academic audience.
  • Illustrate visual text by creating a visual representation.
  • Analyse emotions evoked by different texts.
  • Demonstrate knowledge of the role technology plays in the writing process.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate an understanding of what is meant by communication and communication theory.
  • Identify key elements that facilitate effective cross cultural communication.
  • Define and understand culture and the influence it has on communication in the workplace.
  • Demonstrate knowledge of how to improve interpersonal communication in the workplace.
  • Understand communication as a process.
  • Identify communication barriers.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify influences of technology in language usage.
  • Differentiate between different social media platforms.
  • Identify whether social media platforms influence writing ability positively or negatively.
  • Demonstrate the best method of communication for a specific purpose.
  • Analyse machine-readable texts.
  • Understand and describe technology.
  • Give an overview of the history of language.

    Integrated Assessment:
    Integrated assessment methods are used which permits the learner to demonstrate a deep and systematic understanding of current thinking, practice, theory and methodology in Language Practice. As such, a range of formative and summative assessment methods is used which permits learners to demonstrate competence in their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques.

    Furthermore, the qualification is practice-orientated, which requires learners to put theory into practice. This synergy between theory and practice is achieved by addressing more than one outcome at the same time, clustering a number of assessment criteria together, utilising different assessment methods, and instruments/rubrics to achieve outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Postgraduate Diploma in Language Practice has been compared to similar qualifications in South Africa and abroad to ensure that this qualification is comparable to those qualifications in terms of the learning outcomes, competencies developed and the standard of performance demanded of graduating learners. Countries whose qualifications and courses were benchmarked include Auckland University: New Zealand, University of Edinburgh and the University of Sydney in Australia. The discussion below outlines the specific qualifications at the aforementioned universities.

    Auckland University: New Zealand.
    Name of qualification: Postgraduate qualification in Translation Studies.

    Purpose of the qualification:
    The postgraduate qualification in Translation Studies are designed to meet the growing need for professional translators and translation researchers. Language service providers and translation agencies around the world are demanding specialised qualifications in translation when recruiting translators. The courses are designed to respond to such needs and to prepare learners for this dynamic profession. Translation Studies can lead to careers in international organisations, international business and trade, online and offline publishing, or software and website localisation. With the constant growth in international communication, the demand for translation is increasing continuously, and many translators undertake freelance work with clients from all over the world.

    Duration:
    1 Year.

    Entry requirements:
    An advanced diploma or equivalent.

    Articulation:
    The qualification articulates to a Master's Degree in a similar field of study.

    Exit Level Outcomes:
  • Be able to describe how differences in language use can manifest themselves at different levels of structure.
  • Be able to distinguish "facts", "values" and "opinions" as these relate to language and meaning in social contexts.
  • Discriminate between and define key terms in the field, e.g. code-switching, politeness, apparent time, macro-sociolinguistics, micro-sociolinguistics.
  • Critically evaluate and develop coherent arguments in favour of and against particular analyses of language and meaning.
  • Be able to explain clearly to each other the relationship of different topics in the readings.
  • Be able to apply primary language data (texts, media, recordings, etc) to problems in language and society.

    Content of course:
    Computer-aided Translation (CAT) Tools.
    Research Methods in Translation Studies.
    Translation Theories and Paradigms.
    Translation Project.

    University of Queensland, Australia
    Name of qualification: Graduate Diploma of Arts in Japanese Interpreting and Translation.

    Purpose of the qualification:
    This one-year Postgraduate Diploma will suit those with an approved Degree or equivalent in any discipline and who have high levels of competence in the Japanese and English languages.

    Duration:
    1 Year.

    Entry Requirements:
    An approved Degree.

    Articulation:
    The qualification articulates to an appropriate Master's Degree.

    Content of course:
  • Public Speaking;
  • Advanced Textual Skills;
  • Applied Translation;
  • Consecutive Interpreting into English;
  • Consecutive Interpreting into Japanese;
  • Advanced Translation I;
  • Theory of Translation;
  • General Research Methods.

    Although this qualification focuses on Japanese and English, the learner in this qualification will be exposed to a language of preference at Advanced Diploma and Postgraduate Diploma Level to ensure that they have the necessary skills to do translations.

    From the benchmarking exercise it is evident that qualifications related to language, translation and interpretation are similar but not identical. At some institutions certificates or diploma qualifications are offered in the field of translation and they equip learners with the knowledge and skills that they require to become competent in their area of expertise. What makes this qualification unique is the fact that the learners will have an undergraduate qualification (Diploma: Language Practice and Media Studies) that not only lays the foundation to specialise further in language, translation and interpretation but also have equipped learners with a foundation in Media Studies. Those who wish to pursue a career in the media will be provided with an opportunity to do so. This qualification, which is similar to those offered by the institutions mentioned above, aims to develop and train Language Practitioners who will make a meaningful contribution to the multilingual country that South Africa is, where language is still a contentious issue.

    The institution has established a Memoranda of Understanding with Thomas More University in Belgium and Aalen University in Germany. This qualification (existing and re-curriculated, that is, Language Practice and Media Studies) have learner exchange programmes that are currently very active. Annually learners from the aforementioned universities send learners to this institution and vice versa. The learners from Thomas More University in Belgium follow Public Speaking and Intercultural Studies courses at this institution. They complete the assessments and the results are sent to back to their respective universities. This demonstrates that the qualification is of an international standard. Recently, this institution also signed a memorandum of understanding with Rajabhat Maha Sarakhan University in Thailand. The niche area will focus on the Social Sciences, more specifically Professional and Language Skills. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Arts Honours in Language Practice, NQF Level 8.

    Vertical Articulation:
  • Master of Arts in Language Practice, NQF Level 9.
  • Master of Communication in Language Practice, NQF Level 9. 
    		•

    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. Central University of Technology, Free State 


    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.