SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Language Education

SAQA QUAL ID	QUALIFICATION TITLE
112624	Postgraduate Diploma in Language Education
ORIGINATOR
University of South Africa
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 05 - Education, Training and Development		Schooling
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	2019-10-30	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 purpose of this qualification is to equip learners with knowledge of language development and acquisition, and understanding of language teaching and learning theories and the use of Information Communication Technology (ICT) in language teaching. This specific knowledge and skills will enable learners to be aware of matters relating to multilingualism and cultural diversity.
The qualification will equip learners with knowledge and skills on how to conduct research and write a research report. The qualification aims for teachers, academics and other practitioners in the social sciences practising in the field of Language Education. Language practitioners have an essential fundamental role to play in both teaching and learning environments and in communicating with people from diverse cultural backgrounds.

This qualification, therefore, aims to contribute to this role by doing the following:

Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge.

Cultivate a practical understanding of teaching and learning in a diverse range of settings in South African schools, about language theory, policy and practice.

Foster self-reflexivity and self-understanding among language practitioners.

Nurture commitment to the ideals of the language teaching profession and an understanding of teaching as a profession.

Develop the professional dispositions and self-identity of students as experienced, language practitioners.

Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.

Promote and develop the dispositions and competencies to organise learning among a diverse range of learners in different contexts.

Learners who achieve the Exit Level Outcomes will be competent language teachers or practitioners who will be able to work effectively in diverse multicultural and multilingual contexts. These learners will also be able to use ICT effectively and efficiently in their classroom teaching and learning environments. The qualification will enable the qualified language teachers and practitioners to conduct and interpret research findings to improve practice.

Rationale:
The rationale for this qualification arose from the fact that there is currently no Postgraduate Diploma in Language Education offered at the institution. Furthermore, this qualification will equip practising teachers with content knowledge of language teaching. This qualification serve as a tool for increasing the number of skilled language teachers and practitioners. Furthermore, students who study this qualification will acquire knowledge of the latest trends in language teaching and learning. This qualification will improve the teaching of languages in South African schools. The requirement aims at teachers, academics and other practitioners in the social sciences, who are already in the field of Language Education wishing to improve their eligibility. This qualification aims to e enhance learners' knowledge and skills to teach or communicate with people from diverse cultural backgrounds.

The acquired skills will enable learners to work in schools, universities and the broader society. The modules are designed to lead to competencies in multilingualism, assessment, ICT in language teaching and learning, language acquisition and development and research. These acquired skills will be beneficial to the individual, society and the economy as qualified learners will be able to transfer these acquired skills.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning is following the RPL policy of the University.
RPL enables learners to gain entrance into the Postgraduate Diploma in Language Education (that is, as a way of meeting the admission requirements without holding a qualification usually used to gain entrance). Prior learning may be assessed against the outcomes of qualifications to determine compliance with access requirements. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise.

Learners who have completed NQF level 8 modules that are comparable to the Exit Level Outcomes and Associated Assessment Criteria of the Postgraduate Diploma in Language Education may apply for the exemption.

Learners with relevant experience on an advanced level in the field of language education may also be considered for RPL. These learners need to submit a portfolio of evidence to substantiate that they have achieved the required Exit Level Outcomes. If deemed necessary, they may be interviewed based on the evidence provided in the portfolio. Each case will be treated by its RPL merits, aligned with and at the discretion of the University.

Entry Requirements:

Bachelor of Education, NQF Level 7.
Or

Cognate Bachelor of Arts in Language, NQF Level 7.
Or

Postgraduate Certificate in Education, NQF Level 7.
Or

An appropriate Advanced Diploma, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits:

Multilingualism, 24 Credits.

Information Communication Technology (ICT) in language education, 24 Credits.

Language acquisition and development, 24 Credits.

Assessment, 24 Credits.

Research methodologies, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to discuss, evaluate and critique language acquisition, learning and teaching theories and apply their theoretical knowledge in diverse language education environments.
2. Identify, discuss and critically reflect on the complexities of multilingualism and cultural diversity in language education and to address these issues effectively in their own teaching contexts, by drawing on their own knowledge and experience and appropriate information from various sources.
3. Demonstrate an understanding of the theoretical underpinnings for the use of Information and Communication Technologies in language education and be able to integrate suitable ICTs in a meaningful and theoretically justifiable way into their language teaching.
4. Demonstrate an understanding of the fundamental principles of assessment and the ability to apply these principles to design or adapt a variety of reliable and valid assessment tasks to improve teaching and learning.
5. Discuss research methodologies in language education and apply their knowledge of research methodology to develop an acceptable research proposal. That includes a problem statement, aims and purpose, a critical review of the literature, research design, key theoretical concepts and a literature review.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Critically review various first and second language acquisition theories and argue the appropriateness of a distinction between language acquisition and language learning;

Relate second language acquisition theories to language teaching methodology and demonstrate their applicability in multilingual language classrooms;

Apply knowledge of theories of language acquisition and learning and multilingualism to limit language barriers in different learning contexts.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings through application in educational settings;

Explain the complexities of bilingualism, multilingualism and translanguaging in a culturally diverse context;

Compile a report using own experiences and theoretical knowledge to identify, analyse and address the complexities of cultural and linguistic diversity in the language classroom;

Investigate and reflect on different ways of teaching languages from a multilingual perspective.

Associated Assessment Criteria for Exit Level Outcome 3:

Critically analyse the theoretical underpinnings for the use of ICTs in language education;

Apply the existing knowledge, skills and experiences to evaluate and critique different ICT theories and their use in language teaching;

Identify various ICTs and evaluate their suitability for quality language teaching and learning;

Evaluate and reflect on the ICT tools selected if not serving the intended purpose and adapt them to improve language education.

Associated Assessment Criteria for Exit Level Outcome 4:

Identify and apply the fundamental principles of assessment to assessment in language education;

Provide for diverse learner needs in the form of different assessment strategies and alternative activities;

Design a variety of language assessment activities, keeping the educational context in mind;

Review assessment practices critically to identify possible future improvements in the assessment as informed by appropriate theories and practices.

Associated Assessment Criteria for Exit Level Outcome 5:

Develop a research proposal in language education, which addresses the following aspects:
> A research problem related to language education;
> A problem statement;
> A preliminary literature review;
> Key theoretical concepts;
> The aims and purpose of the proposed research;
> The research design for the proposed research;
> A list of references.

Integrated Assessment:
Assessment for learners is through a range of formative and summative assessments. Formative assessment is through the writing of assignments and it accounts for 20% of the final promotion mark. Summative assessment is venue based examinations which account for 80%of the final promotion mark. Both formative and summative assessments determine whether they have achieved the Exit Level Outcomes.

All assessments integrate knowledge, skills and attitudes and applied (practical, foundational and reflective) competence. Learners are required to use appropriate methods and skills to select, evaluate, synthesise and generate knowledge.

INTERNATIONAL COMPARABILITY

As background to the preparation of this curriculum outline, a comparative review of similar curricula at regional and international levels. Majority of the international Postgraduate Diplomas relate to language education, mostly focus on the teaching of English or the teaching of English to speakers of other languages (TESOL) or on the teaching of English as a foreign language (TEFL). These qualifications typically consist of course work, while some also include a small-scale research component.

Although international qualifications are specifically for the teaching of English or the teaching of English as a second language, they are comparable.

The PgDip (Language Education) relates to postgraduate qualifications presented at universities in Australia, New Zealand and Europe.

Flinders University in Adelaide, Australia offers a Graduate Diploma in Language Teaching. This qualification gives access to the Master of Language Studies offered at the same university. Although the Graduate Diploma in Language Teaching differs from the PG Dip in Language Education in that the Graduate Diploma also includes a language component (e.g. French or Italian). The following modules titled Introduction to Second Language Acquisition; Second language teaching methodology and Introduction to Classroom-based Research are comparable to the modules which form part of the PG Dip (Language Education). The following learning outcomes of the Graduate Diploma in Language education resonates well with the purpose of the PG Dip (Language Education):

Be able to plan and implement strategies for successful language learning;

Evaluate their effectiveness;

Have assimilated the key concepts, theories and issues about first and second language acquisition;

Have acquired key principles of language education which are part of the classroom situations.

The Postgraduate Diploma in Language Teaching at the University of Auckland in New Zealand provides a pathway to the Master of Arts in Applied Linguistics at the same university. The Postgraduate Diploma in Language Teaching is worth 120 credits (points). This qualification differs from the PG Dip (Language Education) in that students need to take either French or Chinese language modules (30 credits). Students can make up the rest of the credits by selecting their curriculum from a large number of modules worth 15 credits each. Modules that are similar to the PG Dip (Language Education) include:

Theories of language learning;

Computer assisted language learning;

Language testing and assessment and Creativity: Research and practice and Second language acquisition.
The Postgraduate Diploma in Language Teaching is a professional language teaching qualification, combining theory with practice and familiarising you with current teaching approaches. The Postgraduate Diploma in Language Teaching resonates well with the PG Dip (Language Education).

The PG Dip (Language Education) is comparable to the Postgraduate Diploma in Language Education at the University of Edinburgh in Scotland. The outcomes of the two qualifications are similar to the following outcomes:

Show understanding of seminal as well as recent concepts and theories in the field of language education;

Critically review and engage with key principles underlying the field of language education;

Plan and execute a significant piece of research of your choice relevant to the field of language education;

Creatively apply theory to practice in a context-sensitive manner.

The two qualifications are similar in that they do not focus on a specific language like many of the other PG Dip in Language Teaching qualifications. Learners enrolled for the PG Dip in Language education at Edinburgh need to complete five compulsory modules worth 80 credits (20+20+20+10+10) and then select two modules worth 20 credits each from a list of optional modules available. Compulsory modules include Language and the learner; Language Education and Society; Professional Practice; The sources of knowledge, understanding and analysing research literature; Conceptualising research: foundations, assumptions and praxis. Modules from which students can choose include topics such as Applied linguistics and language teaching; language and culture pedagogy; Investigating individual learner differences. Learners who pass the PG Dip with 60% average, may further their studies to obtain an MSc in Language Education.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Education Honours, NQF Level 8.

Bachelor of Arts Honours, NQF Level 8.

Vertical Articulation:

Master of Education in Language Education, 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.	University of South Africa