SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts Honours in Teaching French as a Foreign Language 
SAQA QUAL ID QUALIFICATION TITLE
66529  Bachelor of Arts Honours in Teaching French 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
Honours Degree  Field 04 - Communication Studies and Language  Language 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
To enable learners to acquire the theoretical background and first-hand practical experience of Teaching French as a Foreign Language in an authentic learning environment and according to the principles of research and scholarship in the discipline. By providing conceptual frameworks and practical experiential learning platforms (including training in teaching strategies using multi-media), this qualification will equip learners for careers in teaching and designing courses in French as a foreign language for adult learners, as well as for research into the specialist area of teaching French as a foreign language at Masters and Doctoral levels.

Rationale:
The impetus for this qualification is the desire to respond to the growing need within South Africa for teachers trained in Teaching French as a Foreign Language (TFFL) to adult learners. These adult learners need French most specifically for specific purposes-mainly commercial but also diplomatic, legal, technical and administrative. The qualification is a specialisation in French for Special Purposes and is the result of a partnership between the institution, the French Ministry of Foreign Affairs and the Alliance Franoise du Cap.
This qualification will equip learners with the knowledge and skills required to respond to the ever-increasing demand for teachers of French as a foreign language. Since 1994, South Africa has been taking her rightful place within the African continent and has been growing her profile as an economic powerhouse, provider of technical know-how and partner in many pan-African negotiations. The result is that South African companies (be they private, para-statal or state-owned) and public services are calling for trained teachers of French able to design courses and teach French to their staff who work with or in Francophone Africa. This qualification will provide learners with the body of knowledge and practical skills that will enable them to respond to this need. Further, during enquiries made to ascertain the desirability and viability of the new qualification, prospective learners from neighbouring countries manifested great interest since this is the first degree of its kind in Southern Africa. The qualification will, therefore, foster regional cooperation. In addition, it is envisaged that the new Honours degree will lead on to Masters and Doctoral degrees in teaching French as a Foreign Language; thus a new body of knowledge and skills will be created within South Africa that will have weight and purpose not only within the country but also within the continent as a whole. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Entry requirements:
The minimum entry requirement for this qualification is:
  • Cognate Bachelor's, NQF Level 7.
    Or
  • Advanced Diploma in Language Practice, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Module/course name; Core; Elective; No. of Credits:
  • Research Methods; Core; 36 credits.
  • Landmarks in Modern Linguistic Thought; Core; 36 Credits.
  • Teaching Observation; Core; 8 Credits.
  • Initiation to Additional Language Proficiency; Elective; 8 Credits.
  • Learning and Cognition; Core; 36 Credits.
  • Research Project; Core; 36 Credits.
  • Teaching Practice; Core; 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The BA (Hons) learner in Teaching French as a Foreign Language is competent to:
  • Articulate his or her understanding of literature on foreign-language didactics and pedagogy at a high level of abstraction.
  • Independently apply discipline-based knowledge and practices to an understanding of conceptual and practical problems.
  • Design and conduct research utilising the methods of the discipline.
  • Apply the theory and research methods of the discipline to the development of research questions.
  • Produce practical, theoretical and research communications that draw on a range of information bases.
  • Bring a critical understanding to bear on the social, political, economic and historical forces which shaped foreign-language teaching and learning strategies in modern society and their evolution.
  • Make rational choices as a citizen, being able to decode and assess the rhetorical and cultural devices through which assorted discourses mould consciousness.

    Specific Outcomes, including professional outcomes, contextually demonstrated:
    The BA (Hons) learner in Teaching French as a Foreign Language is competent to:
  • Formulate a sophisticated pedagogical argument drawing on appropriate theory and research in the area of the didactics and pedagogy of foreign-language teaching and of teaching French as a foreign language.
  • Produce critiques of theory and research of didactics and pedagogy of French as a Foreign Language.
  • Evaluate the quality of research on didactics and pedagogy of French as a Foreign Language.
  • Design a research project to answer questions pertaining to the didactics and pedagogy of French as a Foreign Language.
  • Utilise advanced methods to address research questions in the area of the didactics and pedagogy of teaching French as a foreign language.
  • Analyse the situational learning context, identify learner needs, and determine course outcomes.
  • Design a curriculum and select course content to respond to learners' specific needs and in accordance with institutional and financial constraints.
  • Select and create pedagogical activities, material and learner supports in accordance with course outcomes.
  • Analyse critically methods of assessment and design formative and summative assessment and feedback modalities in accordance with leaner needs and course outcomes.
  • Teach French as a foreign language to adult learners, using a variety of pedagogical supports, including multi-media and new technologies, in accordance with learner needs and institutional imperatives.
  • Use computer-based bibliographical packages to conduct advanced analyses.

    Module Learning Outcomes:
    Research Methods:
    Upon completion of this course, learners will be competent to:
  • Formulate research questions.
  • Read critically and explain published educational research.
  • Engage with methodological and ethical issues.
  • Use methods and techniques applied in educational research.

    Landmarks in Modern Linguistic Thought:
  • Upon completion of this course, learners will be competent to:
  • Analyse critically concepts of language as formulated by key 20th and 21st century linguists, psychologists and philosophers.
  • Analyse approaches and attitudes to language through critical appraisal of landmark texts.
  • Engage with ethical issues affecting language usage.

    Teaching Observation:
    Upon completion of this course, learners will be competent to:
  • Identify and analyse the didactics underpinning observed pedagogical activities.
  • Appraise critically observed pedagogical activities.
  • Debate collegially.
  • Interact successfully with a mentor.
  • Engage in partner- and group-work.
  • Formulate an independent meta-linguistic reflexion, with specific reference to multilingualism within South Africa, regional and pan-African cooperation. Initiation to Additional Language Proficiency.

    Upon completion of this course, learners will be competent to:
  • Understand at an elementary level speech and written texts in an additional language, to which they have had no previous exposure.
  • Engage in basic oral and written communication in the additional language.
  • Reflect critically on formation in the additional language.
  • Reflect critically on the communicative situation for language use in context.

    Learning and Cognition:
    Upon completion of this course, learners will be competent to:
  • Explain theories of learning and cognitive change.
  • Identify and explain the theoretical issues underlying learning in current society.
  • Explain theories of learning and development and strategies involved with learning how to learn.
  • Explain scaffolding in the context of models for teaching and learning.
  • Identify and follow a line of argument.
  • Examine practical applications of learning theories.
  • Use theory to construct understandings of cognitive change.
    Research Project:

    Upon completion of the research project, learners will be competent to:
  • Source and use critically published research and educational material in Teaching French as a Foreign Language.
  • Perceive the links between theoretical concepts in foreign-language teaching and their practical application.
  • Identify, justify and analyse the theoretical concepts underpinning a pedagogical activity of their own invention.
  • Design a pedagogical activity in accordance with learner needs and the situational learning context.
  • Analyse critically the implementation of that pedagogical activity.
  • Follow courses in Teaching of French as a Foreign Language at Master's level.

    Teaching Practice:
    Upon completion of this course, learners will be competent to:
  • Identify learner needs, course objectives, course outcomes, institutional constraints and imperatives.
  • Engage in curriculum design for Teaching French as a Foreign Language, in accordance with learner needs, course objectives and outcomes, institutional constraints and imperatives.
  • Select and design course content for Teaching French as a Foreign Language, in accordance with learner needs, course objectives and outcomes, institutional constraints and imperatives.
  • Teach French as a Foreign Language, with specific reference to adult learners, including the use of multimedia and the latest technological developments.
  • Identify assessment criteria in accordance with learner needs, course objectives and outcomes.
  • Select, design and implement formative and summative assessment methods for learners, in accordance with learner needs, course objectives and outcomes.
  • Implement formative and summative self-assessment procedures. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The achievement of these outcomes is assessed in the integrated assessment of the qualification.
    Assessments include tests, examinations, research projects and papers on theoretical approaches to socio-linguistics, learning and cognition.
    Formative assessment includes the preparation of oral presentations and reports written under supervision, and successful completion of 18 hours of teaching practice.
    Summative assessment mainly takes the form of the research project, which incorporates the results of the literature review, formulation of a research proposal and pilot projects report.
    Assessment will take a variety of forms and will be appropriate to the module being assessed:
  • Tests, assignments, written examinations and dissertations for the modules Research Methodology, Landmarks in Modern Linguistic Thought, and Learning and Cognition.
  • Assignments and tests for Initiation to Additional Language Proficiency.
  • A logbook demonstrating critical awareness and a personal metalinguistic reflection for the Teaching Observation.
  • Continuous assessment for the Teaching Practice.
  • 15,000 word Research Dissertation for which learners will be required to focus on the theoretical framework and critical assessment of a pedagogical activity they have constructed and implemented during their teaching practice.

    Integrated Assesment:
    A combination of formative and summative assessment methods are to be used:
  • Assignments & essays 40%.
  • Written tests & examinations 24%.
  • Oral presentations 12%.
  • Portfolio 4%.
  • Research dissertation 20%.
    The integrated assessment of a BA Honours learner in Teaching French as a Foreign Language includes measurement of foundational, practical and reflective competencies taught through the formative course work components of the qualification. The learner is required to complete a series of exercises which serve to integrate skills learned during the Honours year and to prepare for study at Masters Level. In all assignments performance will be assessed on the basis of the learner's ability to:
  • Organise ideas and facts logically and coherently.
  • Anticipate the responses and objections of an imagined reader.
  • Incorporate relevant technical data into descriptive and argumentative writing.
  • Cite references accurately and consistently.

    As the summative assessment of the qualification the learner produces a research paper which demonstrates the capacity for independent thought and research, knowledge of the theoretical foundations of the subject and of scholarly literature. Assessment is based on criteria which include:
  • A focused literature review, based on the use of a variety of texts and other media, which informs a potential research question.
  • The formulation of a research question and the development of research proposal based on the literature review. The proposal must specify a research design and the method/s to be applied to answer the research question.
  • The demonstration of a professional working relationship by responding to the comments of the project supervisor.
  • Execution of the research proposed and its presentation in a manner which accords with the publication conventions of the discipline. 
    		•

    INTERNATIONAL COMPARABILITY 
    In both course content and methods of assessment, this qualification aligns with Master 1, the first year of postgraduate study in Teaching French as a Foreign Language of the University of Grenoble and the CLA (Centre for Applied Linguistics attached to the University of Franche Comt). 

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

    Horizontal articulation:
  • Postgraduate Diploma in French, Level 8.
  • Bachelor of Arts Honours in French, Level 8.

    Vertical articulation:
  • Master of Arts in French, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    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.