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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Teaching English as a Foreign Language 
SAQA QUAL ID QUALIFICATION TITLE
123181  Postgraduate Diploma in Teaching English as a Foreign Language 
ORIGINATOR
University of Cape Town 
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
Registered  EXCO 0628/24  2024-11-21  2027-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-11-21   2031-11-21  

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 the Postgraduate Diploma in Teaching English as a Foreign Language is to professionalise English as a Foreign Language (EFL) by deepening their knowledge and practice of second language acquisition in postcolonial contexts. The qualification will provide a high level of theoretical engagement and intellectual independence by exposing learners to contemporary theory and practices in English Language teaching, including local and international trends and research.

The qualification will afford working professional educators the opportunity to involve themselves in advanced reflection and development by engaging learners in critical reflection of their classroom practice considering second language acquisition theory, and the need to critically account for English's colonial legacy, as well as its position as a lingua franca. Participants are expected to consider these demands of teaching and learning English within the wider context of South Africa and the Global South to engage with how a critically responsible practice of English Language Teaching can be fostered in their classroom.

Upon successful completion of the qualification, graduates will demonstrate the ability to:
  • Display a sound knowledge of the intricacies and diversity of the English Language as a World Language.
  • Critically and reflexively consider their own teaching practice in the light of second language acquisition theory and contemporary critical perspectives of English language teaching in postcolonial territories.
  • Effectively use and evaluate second language acquisition theory and research.
  • Design lessons, courses and/or curricula which account for the placement of English and educational landscape within postcolonial contexts, such as South Africa.
  • Apply a range of conceptual tools and technologies for English language teaching.
  • Demonstrate understanding of the area of Teaching English as a Foreign Language at a high level of theoretical engagement and intellectual independence.
  • Collect, analyse, organize and critically evaluate information and research.
  • Communicate effectively in the modes of oral/written presentation.

    Rationale:
    There is a growing need to support English as a Foreign Language (EFL) teachers to develop not only the pedagogical practice but also the critical awareness of the changing role of English language teaching in an increasingly globalised and technology-dependent world. Nationally, private English language teachers who work within the language-travel industry and teach English to adult foreign nationals have no specific professional pathways in higher education. The qualification will provide holistic support to second/foreign language teachers in their professional, pedagogical and theoretical development.

    This lack of additional professional enrichment has negative consequences for EFL teachers and learners in South Africa. Many EFL teachers have an entry-level qualification such as a Teaching English as Foreign Language (TEFL) Certificate or Cambridge Certificate in English Language Teaching for Adults (CELTA). These qualifications often ignore the unique pedagogical, assessment, curricular and theoretical concerns involved in second language acquisition within a postcolonial context. This means that for educators, who want to further their career opportunities, their only recourse is internationally-based distance qualifications that are often very expensive and contextually irrelevant to the South African teaching and learning environment. Moreover, these international qualifications often increase the emphasis on the privileged position of English without considering the problematic aspects of this privileged position within a postcolonial context like South Africa.

    An added consequence of the scarcity of specialised development is the restricted prospects for growth within the private education sector for language educators. EFL teachers in other language-travel markets, like the United Kingdom or Asia, have several professional and academic pathways available to them to boost professionalism and raise the standing of the language-teaching market they work in. Consequently, the markets where these educators work are alleged to offer better language instruction as the teachers are more qualified, and there are concerted research efforts into sustained developing language education. In turn, the marketability and quality of EFL courses and trained educators are seen to remain outside of South Africa, further constricting the South African language travel industry and work opportunities for EFL educators.

    If teachers within the private language education sector in South Africa are to truly become empowered and further professionalised, more qualifications that cater to their needs should be provided in higher education. A new generation of language teachers who are sensitive to the necessitated change in language education and have the pedagogical skills with which to facilitate these changes in the 21st-century South African EFL classroom, can be cultivated. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify.
    The institution's RPL consists of multiple forms and sites of academic practice. RPL practices for specific qualifications are context-sensitive and framed to suit those differing contexts where RPL is deemed appropriate. RPL is based on a developmental model, not a deficit model of adult learning; it builds on knowledge and skills that adults have already acquired.

    RPL for access:
  • Candidates not meeting the admission requirement can apply through the Recognised Prior Learning (RPL) route.
  • Applicants are required to furnish a comprehensive portfolio documenting their achievements and associated learnings to date including at least five years of relevant teaching and a TEFL certificate.
  • Due to accreditation criteria, no more than 10% of a cohort may be admitted based on RPL.

    Applicants will also be subject to an assessment. The applicant will be required to demonstrate NQF Level 7 competencies in the assessment. The choice and use of a given set of RPL methodologies are consistent with the institution's principles of assessment more generally. RPL practices should meet key criteria for validating assessment practices, and in particular: transparency, fairness, legitimacy, attention to unintended negative consequences, and feasibility.

    The RPL application will be reviewed by an RPL Assessor and an academic Faculty member in accordance with the institution's RPL policy. The academic will decide on the most appropriate methods and approaches for the assessment of prior learning in their field. The assessment of the RPL candidate and the decisions concerning their admission are the ultimate responsibility of the Dean in consultation with the head of the department supported by the expertise of staff within the Centre for Higher Education Development (CHED). The outcome of the RPL process, including a written report by the assessor(s) detailing the basis on which the recommendation is made, will be forwarded to the Head of Department.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Diploma in Language Practice, NQF Level 7.
    Or
  • Bachelor of Arts in Contemporary English and Multilingual Studies, NQF Level 7.
    Or
  • Bachelor of Arts in Foreign Languages, NQF Level 7.
    Or
    Bachelor of Arts in Language and Literary Studies, NQF Level 7.
    Or
    Bachelor of Arts in Language Studies, NQF Level 7.
    And
  • Have at least 2 years experience in Teaching English as a Foreign Language. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 8, 120 Credits:
  • Second Language Acquisition Theory and Pedagogy, 30 Credits.
  • Teaching English as a Foreign Language, 30 Credits.
  • Critical Issues in Teaching English as a Foreign Language, 30 Credits.
  • Critically Teaching English as a Foreign Language Pedagogy, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
    1. Display a sound knowledge of the intricacies and diversity of the English Language as a World Language.
    2. Demonstrate the ability to critically and reflexively consider own teaching practice in the light of second language acquisition theory and contemporary critical perspectives of English language teaching in postcolonial territories.
    3. Demonstrate the ability to effectively use and evaluate second language acquisition theory and research.
    4. Demonstrate design lessons, courses and/or curricula which account for the placement of English and educational landscape within postcolonial contexts, such as South Africa.
    5. Demonstrate the ability to apply a range of conceptual tools and technologies for English language teaching.
    6. Demonstrate understanding of Teaching English as a Foreign Language at a high level of theoretical engagement and intellectual independence.
    7. Demonstrate the ability to collect, analyse, organize and critically evaluate information and research.
    8. Demonstrate the ability to communicate effectively in the modes of oral/written presentation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Discuss and apply general learning theories, key language learning concepts, approaches and methods for language teaching.
  • Examine English language theories and concepts in relation to student learning and reflect on the developed personal theories by observing learners in the classroom.
  • Consistently use strategies to effectively check and develop own language awareness.
  • Correctly analyse all language points, consistently provide accurate models for all language points, and accurately, confidently and comprehensively answer all learner questions with minimal use of reference materials.
  • Use appropriate terminology for describing language.
  • Apply a high level of knowledge and accurately use key terms for describing language.
  • Identify and review available reference materials.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Discuss theories and concepts in relation to student learning in lesson plans and classroom practice.
  • Develop professional values.
  • Appreciate the importance of classroom observation and receiving feedback.
  • Demonstrate commitment to self-improvement.
  • Use teaching feedback and respond constructively after being observed.
  • Regularly re-assesses own strengths and weaknesses as a teacher.
  • Formally participate in the development of other teachers through workshops, observations and/or career guidance.
  • Discuss the importance of reflection on the teaching.
  • Demonstrate an awareness of your own beliefs about teaching, learning and strengths and weaknesses as a teacher.
  • Consistently and critically reflect on teaching and observation.
  • Analyse theories of first and second language learning concepts to classroom SLA research findings.
  • Regularly use key terms in English teaching and learning.
  • Examine concepts, intercultural learning styles, multiple intelligences and learning strategies.
  • Accommodate learners with special needs and differences in learners and teaching contexts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Evaluate and apply concepts and theories of first- and second-language learning in key language teaching.
  • Apply theories and concepts to student learning.
  • Analyse and apply assessment principles and types of assessment.
  • Examine the role of external exams in the wider world.
  • Discuss the role of assessment in learning and the importance of learning-oriented assessment.
  • Assess learning and apply knowledge gained to set priorities for individuals and the class.
  • Regularly and consistently provide clear and detailed individualised feedback to learners on their strengths and weaknesses.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan, present, evaluate and cultivate an effective second language learning environment.
  • Apply key principles of lesson planning to detailed and sophisticated systems, and skills and integrate lessons often unconsciously without the need for excessively detailed plans.
  • Internalise sufficient routines and resources for planning.
  • Develop a clear rationale for planning the English language lesson.
  • Indicate how learners with special needs (LSEN) will be accommodated in the lesson.
  • Integrate activities across several lessons to support LSEN in their learning.
  • Adapt the lesson plan where necessary.
  • Appropriately, confidently and automatically respond to all unforeseen classroom events.
  • Develop a relationship between planning, teaching choices and subsequently student learning.
  • Select, adapt, supplement and use English teaching and learning materials.
  • Select, adapt and exploit the coursebook and supplementary materials.
  • Identify and engage with teaching and learning materials, including web-based suitable for classroom practice.
  • Consistently improvise and supplement the teaching and learning aids to accommodate learners' needs.
  • Discuss the key techniques for using teaching and learning aids.
  • Create and maintain a constructive learning environment.
  • Apply classroom management techniques to create and maintain a constructive learning environment and motivate/engage learners.
  • Consistently maintain a balance between teacher-centred and learner-centred activities and effectively apply classroom management techniques to keep learners on task whilst maintaining discipline.
  • Set up and manage classroom activities.
  • Apply different techniques for setting up, managing classroom activities, and supporting groups and individuals at different levels within the class.
  • Monitor learner performance and encourage interaction between learners.
  • Use a wide range of techniques for responding to learners.
  • Apply various techniques to effectively respond to learner differences in classroom practice.
  • Provide feedback on learner language.
  • Identify and use key techniques to provide clear and accurate feedback on learners' written and spoken language.
  • Use the feedback to further consolidate classroom learning of learner differences.
  • Apply key principles and various techniques/strategies for teaching vocabulary to encourage learner autonomy.
  • Use key principles and different techniques for teaching and learning grammar to support learners.
  • Evaluate principles and techniques suitable for teaching and learning phonology and use the phonemic script as a learning tool.
  • Consistently use different techniques for teaching sounds, word/sentence stress, connected speech and intonation through isolated and integrated phonology activities.
  • Apply principles and techniques suitable for teaching listening and reading.
  • Explore principles and techniques appropriate for teaching writing and speaking.
  • Consistently apply various techniques for developing writing and speaking skills using different stages according to learner needs and frequently integrate with other skills.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply assessment principles and various assessment types at different levels.
  • Select appropriate and engaging materials, including web-based materials, improvise and supplement considering learners' needs.
  • Consistently and effectively use a wide range of teaching aids to motivate and engage learners using digital teaching aids.
  • Apply key concepts of digital teaching/learning.
  • Use digital resources, where available to integrate them effectively and appropriately into day-to-day teaching, as well as confident improvisation when necessary.
  • Design oral and written tests to consistently and regularly assess learners' progress at all levels.
  • Regularly provide clear and detailed individualised feedback to learners on their strengths and weaknesses, both assessing learning in class and after more formal assessment, and use the knowledge gained to set priorities for individuals and the class.
  • Creatively use a wide range of materials.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply Communicative Language Teaching (CLT) to promote interaction as the primary means of language learning and encourage learners to use language in real-life situations.
  • Participate in teamwork and discuss the importance of teamwork.
  • Facilitate, collaborate with teams, lead teams, and provide support/guidance for less experienced colleagues when needed.
  • Discuss professional roles and responsibilities in a teamwork environment.
  • Consistently demonstrate good professional conduct.
  • Effectively assume different roles and responsibilities within the place of work.
  • Actively contribute to the institution and the wider profession.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Conduct different types of teacher research to improve own teaching and that of colleagues, and the profession.
  • Use evidence-based principles and practices to identify, conceptualise, design, and implement research methods to address specific problems in the TEFL context.
  • Plan and carry out informed classroom interventions to solve a specific learning/teaching problem, improve the learning/teaching situation, and respond to the outcomes of those interventions.
  • Conduct research on a specific TEFL topic to promote awareness of ethics and social responsibility.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain various methods for conducting informal classroom research and share the findings with colleagues and engage in more formal research as part of an academic qualification.
  • Use oral and written modes of communication that reflect high-level academic discourse to substantiate ideas/arguments/solutions related to applied linguistics and ESOL, second language acquisition, the teaching of reading and writing, assessment, and evaluation practices, ESOL course/syllabus/materials design, observing/presenting ESOL classes, and completing the mini dissertation.
  • Identify and critically evaluate linguistic as well as psychological theories that have informed second language acquisition theories in a research paper that reflects the elements of academic writing.

    INTEGRATED ASSESSMENT:
    All modules are assessed either through written assignments (amounting to 6000 words per theoretical course), teaching practicals or research projects (practical modules). Assessment topics are designed to enable advanced reflection on research and practice.
    Two modules will have assessments directed towards education practice in TEFL such as Teaching English as a Foreign Language and Critically Teaching English as a Foreign Language Pedagogy. The two theoretical modules such as Second Language Acquisition Theory and Pedagogy and Critical Issues in Teaching English as a Foreign will cover the deeper theoretical and critical concerns of English Language teaching in 2, 3000 words essays.

    The design of each of these summative assessments emphasises learners looking at the meeting between theory and practice regarding their practice of foreign language instruction and how they can move towards enhancing it.

    Second Language Acquisition Theory and Pedagogy:
  • Essay One (50% of Final Mark).
  • Midterm assessment.
  • Learners will choose from two possible essay questions focusing on the first 6 weeks of lecture content.
  • Example: 3000-word essay of a review of approach and its application in language classrooms.
  • Essay Two (50% of Final Mark):
  • Final assessment.
  • Learners will choose from two possible essay questions focusing on the last 6 weeks of lecture content.
  • Example: 3000-word essay detailing what a contemporary approach to language teaching should be in the context of a South African Foreign/ Second Language classroom.

    Teaching English as a Foreign Language:
  • Overview of WIL-Assessed Teaching Practicals.
  • Every week in WIL-Assessed Teaching Practicals, learners are expected to record the integration of course theory and teaching methodology in their lessons.
  • Four (4) lessons will be observed and assessed by a lecturer/ tutor/ mentor.
  • Each assessed lesson counts 25% of the final mark.
  • Each assessed lesson covers a specific area of expertise the teacher should demonstrate.

    Assessment areas of WIL-Assessed Teaching Practicals:
  • Detailed lesson plan developed by the student (10% of each lesson).
  • Classroom practice/ Enactment of the lesson plan (10% of each lesson).
  • Student reflection on lesson's achievement following assessed teaching practical (5% of each lesson).

    Focus Area of WIL-Assessed Teaching Practicals:
  • Assessed Teaching Practical One (25% of Final Grade).
  • Teaching Grammar and Lexis.

    Assessed Teaching Practical Two (25% of Final Grade).
  • Teaching Receptive Skills (Reading and Listening).

    Assessed Teaching Practical Three (25% of Final Grade):
  • Teaching Productive Skills (Writing and Speaking).

    Assessed Teaching Practical Four (25% of Final Grade):
  • Communicative Language Teaching OR Task Based Teaching.

    Critical Issues in Teaching English as a Foreign Language:
    Essay One: Critical Discourse Analysis Assignment (50% of Final Mark).
  • Midterm assessment.
  • Learners will choose problematic textbook material and analyse using Critical Discourse Analysis (CDA).
  • Based on their CDA analysis, learners will describe how they will re-work the material into a critical consciousness raising in the foreign language classroom.

    Essay Two (50% of Final Mark):
  • Final assessment.
  • Learners will discuss the theory and pedagogy of critical language education and how it can be enacted within the classroom.

    Critically Teaching English as a Foreign Language Pedagogy:
    Overview of WIL-Assessed Teaching Practicals:
  • Every week in WIL-Assessed Teaching Practicals, learners are expected to record their integration of course theory and teaching methodology in their lessons.
  • Two (2) lessons will be observed and assessed by a lecturer/ tutor/ mentor.
  • Each assessed lesson counts for 25% of the final mark.
  • Each assessed lesson covers a specific area of expertise the teacher should demonstrate.

    Assessment areas of WIL-Assessed Teaching Practicals:
  • Detailed lesson plan developed by the student (10% of each lesson).
  • Classroom practice/ Enactment of the lesson plan (10% of each lesson).
  • Student reflection on lesson's achievement following assessed teaching practical (5% of each lesson).

    Focus Area of WIL-Assessed Teaching Practicals:
  • Assessed Teaching Practical One (25% of Final Grade).
  • Key focus of Assessment: Using technology for foreign language instruction.

    Assessed Teaching Practical Two (25% of Final Grade):
  • Key focus of Assessment: A critical approach to foreign language instruction.

    Overview of Action Research Project and Teacher Development Plan:
  • Capstone Project.
  • The first part aimed at developing the educator's practice in response to the need for more critical foreign language pedagogies covered over the course.
  • The second part aimed at developing educators' ability to transform their organisation based on their findings and understandings from the course.

    Part 1: Action Research Project Task (25% of Final Grade):
  • Learners are to research their own classroom practices for an area of their language instruction which needs to be further developed.
  • Using their findings, understandings of theory and teaching experience, learners will develop and implement a new approach in their classroom.
  • For assessment, learners submit an action research project that details their inquiry, findings, and how they implemented the new approach in their classroom (video, images, materials developed, lesson plans).

    Part 2: Teacher Development Plan (25% of Final Grade):
  • Handed in at the end of the module.
  • Based on their research project and what they have learned over the duration of the course, learners will develop a workshop series.
  • Learners hand in the rationale for their workshop series, including plans and materials. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom.
    Institution: University of Nottingham.
    Qualification Title: Cambridge Diploma in Teaching English to Speakers of Other Languages (DELTA).

    Entry requirements:
  • Previous teaching experience and an initial teaching qualification are highly recommended to ensure that candidates have sufficient prior knowledge and experience to benefit from the course.

    Purpose:
    DELTA can be taken at any stage in a teacher's career. It is suitable for:
  • Teachers of English working in a variety of teaching contexts (e.g. primary, secondary or adult).
  • An international audience of non-first language and first language speakers of English, whose level of English is between CEFR Levels C1 and C2 or above. However, DELTA candidates are not required to have taken any English language examinations.
  • Teachers with previous English Language Teaching experience. Candidates will normally have an initial English Language Teaching (ELT) qualification, for example, CELTA (Certificate in Teaching English to Speakers of Other Languages), and have at least a year's ELT experience.

    DELTA may also be taken by teachers who wish to:
  • Refresh their teaching knowledge.
  • Review and update their teaching practice.
  • Extend their expertise in a specialist area.

    Qualification structure:
    There are three DELTA modules which focus on theory and practice:
    Module One: Understanding Language, Methodology and Resources for Teaching: This module focuses on extending and developing candidates' knowledge and understanding of teaching and learning English in a range of contexts.
    Module Two: Developing Professional Practice: This module focuses on developing awareness and expertise in the principles and professional practice of teaching English in a range of contexts.
    Module Three Option 1: Extending Practice and ELT Specialism: Learners will carry out an independent investigation, leading to the design of a course programme.
    Module Three Option 2: English Language Teaching Management: Learners will carry out an independent situation analysis, leading to the design of a change proposal looking at an area of management.

    Assessment:
    Portfolio of coursework, including a Professional Development Assignment, background essays and assessed teaching practice as well as observing lessons, teachers prepare, teach and evaluate four lessons - one is externally assessed by a Cambridge English assessor.

    Similarities:
  • The University of Nottingham (UN) and the South African (SA) qualifications will develop learners who can plan and deliver lessons with some awareness of learners' needs, use several different teaching techniques; design simple tests and use some assessment procedures to support and promote learning.
  • The UN and SA qualifications require candidates who completed an initial teaching qualification and previous teaching experience.
  • Both qualifications are designed for English teachers working in a variety of teaching contexts (e.g. primary, secondary or adult).

    Difference:
    The UN qualification consists of three modules whereas the SA consists of four modules.

    Country: United Kingdom.
    Institution: London Teacher Training College.
    Qualification Title Graduate Diploma in TESOL.
    NQF Level: Level 6 OFQUAL.
    Delivery Mode: It is offered via online learning.
    Entry Requirements:
  • All candidates should possess a first degree or equivalent and have at least two years of teaching experience.
    Or
  • Candidates may hold other types of qualification to a degree.

    Purpose:
    It is aimed at developing existing knowledge and skills in teaching English as a second or foreign language, for taking on a more senior level in teaching, for progressing into course coordinator and course development work, and into course management duties as a Director of Studies or Academic Director.

    Qualification structure:
    The qualification consists of the following compulsory modules.

    Compulsory Modules:
    Course Design, Delivery and Management compared to Teaching English as Foreign Language and Second Language Acquisition Theory and Pedagogy.
    Assessment in TESOL compared to Teaching English as Foreign Language and Second Language Acquisition Theory and Pedagogy.
    The History of English and its Teaching comparable to Critically Teaching English as a Foreign Language Pedagogy.
    Research Module comparable to Capstone Research Project.

    Assessment:
    The qualification is assessed by internally set assignments and marked including essays and case studies assessments subject to external quality assurance. All learning outcomes must be met to achieve a Pass.

    Similarities:
  • The London Teacher Training College (LTTC) and the South African (SA) qualifications are offered over 1.5 years of full-time study.
  • Both qualifications require applicants who completed a Bachelor's degree in a cognate field and two years of teaching experience.
  • The LTTCs equip English teachers with advanced knowledge and skills in teaching English Second Language.
  • Both qualifications focus on critical theory, research and practice under a postcolonial lens.
  • Learners who complete the LTTC and SA qualifications can then be highly skilled language instructors as well as prepared for further postgraduate research.

    Differences:
  • The LTTC qualification is registered at OFQUAL Level 6 whereas the SA qualification is registered at SA- NQF Level 8.
  • The LTTC qualification is delivered fully online whereas the SA qualification is offered in a contact mode.

    Country: Spain.
    Institution: The Fundación Universitaria Iberoamericana (FUNIBER).
    Qualification Title: Postgraduate Diploma in Teaching English as a Foreign Language.
    Credits: 40 credits.
    Duration: 18 months.
    Entry Requirements:
  • A university degree is needed in a field relating to Educational Studies, Languages or Social Sciences, except for Certificates A, B and C.
    And
  • A minimum of one year's teaching experience in ELT at any type of institution or in private tuition, is recommended.

    Purpose/Rationale:
    The purpose of the qualification is to help practising teachers, or those wishing to become teachers, address in an informed and principled way the issues and professional needs that relate to their own working environment. The qualification is thus developed to encourage the learner's autonomy without losing sight of elements of constant but flexible interaction, tailored to the specific needs of teachers in professional development.

    The qualification is intended for:
  • Primary and secondary level English language teachers in public or private institutions.
  • Teachers of EFL working in adult education.
  • Graduates with relevant qualifications intending to work as English language teachers.

    With English being the global language it is, the provision of quality training for professional development becomes a must. In response to the growing demand in Europe and Latin America, as well as in the rest of the world, for improvement in the quality and effectiveness of English language teaching in both the public and the private sector, a few Spanish and Latin American universities have developed an inter-university program in Teaching English as a Foreign Language (TEFL). The qualification is specifically designed for distance learning and has been developed in collaboration with FUNIBER.

    The specific aims of the qualification are to:
  • Provide a comprehensive understanding of the English teacher's work and help develop strategies for dealing with major aspects of this work, as much as possible within the context of own current or anticipated work situation.
  • Evaluate current approaches relevant to the teaching of the English language to develop a deeper understanding of and sensitivity to the nature of language, language use and language development.
  • Emphasise individual professional growth and pursue relevant new aspects of English language teaching.
  • Provide learners with the necessary support to carry out action research in an autonomous manner and promote professional development.

    In this way, the qualification's practical focus encourages learners to:
  • Reflect on and interpret the relationship between theory and practice.
  • Adapt new ideas and strategies to own classroom situation.
  • Test and appraise new teaching techniques in own classrooms.
  • Apply analytical skills to specific problems or issues.
  • Review and criticize current literature and research within ELT.
  • Discuss the advantages and disadvantages of strategies and programs which are characteristic of current practice.
  • Apply the knowledge and skills gained in the qualification in a continuing process of improving own teaching and learners' learning.

    Qualification structure:
    Second Language Learning and Teaching comparable to Second Language Acquisition Theory and Pedagogy:
  • Second language acquisition.
  • Individual factors in the learner's development.
  • Observation and research.
  • Approaches to language in the classroom context.

    Methodologies And Materials in Language Learning and Teaching comparable to Critically Teaching English as a Foreign Language Pedagogy and Teaching English as a Foreign Language:
  • Methodological approaches.
  • Developing language skills in the classroom.
  • Materials and resources in EFL - design, creation, adaptation and evaluation.
  • Classroom management - techniques and reflections on practice.

    Curriculum and Course Design Teaching comparable to Critically Teaching English as a Foreign Language Pedagogy and Teaching English as a Foreign Language:
  • Curriculum and course design.
  • Content and Language Integrated Learning.
  • Assessment and testing in the classroom.

    Final Project comparable to Capstone Research Project:
  • Final Project.

    Similarities:
  • The Fundación Universitaria Iberoamericana (FUNIBER) and the South African (SA) qualifications require applicants who completed a Bachelor's degree and previous teaching experience.
  • Both qualifications are intended for teachers who want to work as English language teachers.
  • The UN and SA qualifications share a similar purpose to improve the quality and effectiveness of English language teaching in both the public and the private sectors.
  • Both qualifications consist of similar compulsory modules.

    Differences:
  • The UN qualification takes 1.5 years of distance study whereas the SA qualification is completed over one year of full-time study.
  • The UN qualification has 40 credits whereas the SA qualification has 120 credits. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Arts Honours in Teaching French as a Foreign Language, NQF Level 8.
  • Bachelor of Arts Honours in English Language and Comparative Literature, NQF Level 8.
  • Bachelor of Arts Honours in English Language Teaching, NQF Level 8.
  • Bachelor of Arts Honours in Language Practice, NQF Level 8.
  • Bachelor of Education Honours in English Language Education, NQF Level 8.
  • Bachelor of Education Honours in English Language Teaching, NQF Level 8.
  • Bachelor of Education Honours in Language and Literacy Studies, NQF Level 8.
  • Postgraduate Diploma in English Language Teaching, NQF Level 8.
  • Postgraduate Diploma in Second-Language Studies, NQF Level 8.
  • Postgraduate Diploma in Technology for Language Learning, NQF Level 8.

    Vertical Articulation:
  • Master of Arts in Teaching French as a Foreign Language, NQF Level 9.
  • Master of Arts in English, NQF Level 9.
  • Master of Arts in English Language Studies, NQF Level 9.
  • Master of Arts in English Studies and Comparative Literature, NQF Level 9.
  • Master of Arts in Applied Language Studies, NQF Level 9.
  • Master of Arts in Language Practice, NQF Level 9.
  • Master of Education in Language and Literacy Studies, NQF Level 9.
  • Master of Education in Language Education, NQF Level 9.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    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 Cape Town 


    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.