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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Language Education 
SAQA QUAL ID QUALIFICATION TITLE
117407  Postgraduate Diploma in Language Education 
ORIGINATOR
Sol Plaatje University 
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  2020-07-30  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 Postgraduate Diploma in Language Education seeks to strengthen and deepen the learner's knowledge in the Philosophy of Language Education as well as Language and Literature methodology, through a high level of theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of contexts. The qualification develops in the learner, the ability to undertake professional work informed by a systematic survey of current thinking, practice and research methods in English Education. While the focus in the qualification is not so much on the production of a sustained research project, the qualification involves learners conducting and reporting on supervised research.

On achievement of the qualification, the learner should be articulate in language teaching issues related to his/her specialisation area, and apply the knowledge in the classroom setting. The Postgraduate Diploma demands a high level of theoretical engagement and intellectual independence. Focus for the qualification is on the relationship between theory and practice and how each informs and enriches the other; expanding, strengthening and consolidating learners' knowledge of teaching, learning and assessment in Language Education. It also seeks to develop the learner's competence in conducting and reporting research under supervision.

Rationale:
The qualification, aiming at deepening learners' theoretical and pedagogical knowledge in Language Education, seeks to contribute to the development of excellence in teaching given the national concern with the poor quality of schooling. In a multilingual country like South Africa, there is need for Language teachers who are, not only knowledgeable in the languages but are well-grounded in language teaching methodologies. The qualification seeks to contribute to the enhancement of learners theoretical and pedagogical knowledge of the four major languages spoken in the Province where the institution is situated. The need is greater now with the elevation of the African languages to official language status.

Typical learners for the qualification should hold a recognised four year integrated professional qualification in education with a specialisation in one of the four languages, namely; Afrikaans, English, IsiXhosa or Setswana. Holders of a three-year Bachelor Degree (with any of the subjects listed as subject major) and a Postgraduate Certificate in Education (PGCE) or those with any Recognition of Prior Learning in a relevant field qualify to study for the qualification. Upon completion of the qualification, the qualifying learners can teach Languages in the schools; languages or communication in the FET colleges; can pursue careers in translation and interpreting, or creative writing.

The qualification would contribute to the national goals for multilingualism and ensure that all languages play a role in the national economy. The inclusion of two African language specialisations (IsiXhosa and Setswana) alongside Afrikaans and English within the qualification is in keeping with the national imperatives of raising the status and competences of African languages through developing sound competencies in teachers in the languages at the Postgraduate level. The expectation is that the products of the qualification will eventually impact the education within the Province. The qualification will not just impart content but can generate and develop habits of mind and dispositions that are adaptive to the ever-changing social needs and disciplinary boundaries.

The qualification offers a professional pathway to a Master of Education Degree, subject to the holders undertaking any additional modules to meet the HEQSF 30 Credits research requirements. The qualification does not offer any early exit qualification. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
While access to the qualification is through an approved and recognised four-year Bachelor of Education Degree, or a three-year general Bachelor's Degree and a Postgraduate Certificate in Education (or a former equivalent), or a four-year professional teaching qualification(s), as well as a 120 Credit Level 7 Advanced Diploma in a cognate specialisation; the qualification, makes provision for access, and granting of credits through any Recognition of Prior Learning in a relevant field guided by the Policy on Recognition of Prior Learning at the institution.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education Degree, NQF Level 7.
    Or
  • Three-year general Bachelor's Degree and a Postgraduate Certificate in Education (or a former equivalent).
    Or
  • A four-year professional teaching qualification(s) as well as a 120 Credits Level 7 Advanced Diploma in the relevant specialisation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 8, 120 Credits:
  • Philosophy of Language Education, 30 Credits.
  • Language Methodology, 30 Credits.
  • Literature Methodology, 30 Credits.
  • Research in Language Education, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound understanding of what language is by explaining the role of language as communication, as semiotics, and as the theory of meaning.
    2. Understand how languages and intercalants communicate meaning.
    3. Know the role of the South African Language Educator in a multilingual society, and within an ever-changing discipline through a critical reflection on education, and Language Education in particular.
    4. Demonstrate knowledge of the evolution of Language and Literature pedagogy over the years, and an appreciation of current practise through a critical analysis of the method, post-methods and beyond methods in language pedagogy.
    5. Discuss and apply some of the critical issues and principles in language teaching and learning such as authenticity, meaningfulness and relevance; interactive, participatory language teaching; learner centredness; purposeful assessment, among others.
    6. Demonstrate an understanding of the integrated nature of Language and Literature from undertaking a research project in which different aspects covered are integrated and interrogated. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria applies across the Exit level Outcomes:
  • Interrogate the different perspectives that define a language.
  • Explain the different implications of particular definitions of language to its teaching and learning.
  • Discuss the different purposes language serves.
  • Identify factors impacting on the role of the Language Educators.
  • Discuss the implications of the changing language education landscape to the role of the language educator.
  • Outline the revolution in the language and literature pedagogy and identifying current trends in Language and Literature pedagogy.
  • Apply some current trends in language and literature pedagogies.
  • Analyse teaching and learning materials for evidence of the critical issues impacting language teaching and learning.
  • Critically engage with existing language teaching materials through discussion and written critique, and design own language learning materials, based on identified criteria.
  • Explain the dichotomies characterising language teaching and learning, and propose novel ways in which to deal with each dichotomy in future.
  • Identify various methodologies from different real lessons/cases.
  • Conduct a 10000 plus word research project which amalgamates different aspects covered in the various content modules.

    Integrated Assessment:
    Course work assessment will be in the form of Class Tests (10%), Semester Tests (10%), Assignments (10%), and Portfolio (20%); all of which will constitute 50%. Summative assessment will take the form of a 3-hour examination representing 50%.

    Formative assessments may include written or online tests and assignments, oral presentations, peer assessment exercises, self-assessment exercises, reflective exercises, group assignments, case studies and small scale reports.

    Description of the number and types of tests/assignments/projects/case studies:
  • One assignment/test for each content module (Philosophy of Language, Language Methodology, Literature Methodology), assessing learners' theoretical grounding in the module content covered or in the form of case studies to apply theoretical knowledge to given cases.
  • One class test to assess learners' theoretical grounding in the module content studied for the content modules. Case study/portfolio assessment for each content module where the application of theoretical aspects is assessed.

    For each content module (Philosophy of Language, Language Methodology, and Literature Methodology), summative assessment will take the form of a 3-hour examination.

    For the Research in Language Education module, no tests, assignments or examination will be written. Assessment will be in the form of a 10000 words plus supervised project.

    Formative assessments will be done throughout each module (without contributing to the grading of the qualification), and summative assessments for the content modules will constitute 50% course work and 50% examination.

    The grading for the supervised Research project in Language Education will constitute 100%.

    The qualification does not have a work-integrated learning component; assessment in that regard is, therefore, not applicable. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares well with related qualifications internationally.

    This qualification combines theoretical language issues with their application as does the Postgraduate Diploma in Language Teaching (PGDipLT) at the University of Auckland in New Zealand. Like the Auckland University PGDipLT, the Postgraduate Diploma in Language Education exposes the learner to the structure of language and current language teaching approaches. The University of Auckland qualification has 120 points similar to the 120 Credits for this qualification.

    Flinders University's in Australia offers the Graduate Diploma in Language Teaching, which has the course LANG8002: Second Language Teaching Methodology as does this qualification. This qualification, however, goes beyond second/foreign language teaching, to include even Home Languages.

    This qualification's philosophy of Language module is consistent with the University of Otago in New Zealand's Graduate Diploma in Second Language Teaching (GDipSLT) which equips second language teachers with the knowledge and theories of Linguistics. Like the University of Edinburgh PgDip in Language Education, Flinders University's Graduate Diploma in Language Teaching, and University of Birmingham's PGDip; the proposed qualification has a research component/dissertation.

    The one year full-time of study for this qualification is consistent with all the other related qualifications referred to although the University of Auckland's PGDipLT makes provision for up to four years' part-time study.

    In all the institutions mentioned, the related qualifications have similar progression pathways to the Master's Degree as this qualification. 

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

    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.

    Vertical Articulation:
  • Master of 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. Sol Plaatje University 


    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.