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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Arts in Applied Linguistics and Literary Theory 
SAQA QUAL ID QUALIFICATION TITLE
73943  Master of Arts in Applied Linguistics and Literary Theory 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 04 - Communication Studies and Language  Language 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Level 8 and above  NQF Level 09  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 
The primary purpose of this qualification is to provide qualifying learners with various type of highly advanced competence.
Practical Competence: the development of advanced research skills required for research in the relevant domains of language, text and discourse in society pertaining particularly to discrimination and empowerment, communicate competence and her types of competence in the language to be used in the language practitioner's profession e.g. linguistic competence, discourse competence, strategic competence, socio-linguistic competence socio-pragmatic competence, pragma-linguistic competence, cross cultural competence, literary reading competence, aesthetic literary competence, stylistic competence, interpretive competence, reading and receptive skills, writing and productive skills, critical language awareness, critical discourse competence, critical reading and receptive skills, critical writing and productive skills. Supportive analytic, interpretive and critical thinking skills.

Foundational Competence : Advanced knowledge of an insights into the domains of second-language acquisition theories and research, social-linguistic theories and research, second-language teaching methodology research and practice, reading models, reading theories and research, writing models, writing theories and research, literacy and academic support research and practice, bilingualism and multilingualism research and practice, multicultural communication research and practice, bilingual education models, bilingual education research and practice, outcomes-based education research and application, socio and genre literacy, literacy theories, the philosophy of language and communication, translation, editing, interpreting, critical reading and writing, critical language awareness, language and discrimination, language and empowerment. The ability to identify and solve problems in these domains, and to reason, debate, synthesise, interpret, analyse and make comparisons and cross-references within the various sub-domains.

Reflective competence: The ability to reflect critically on one's own learning and also on that of others. The ability to construct new knowledge, work collaboratively with peers, make decisions, evaluate opinions, apply knowledge and insights obtained within certain domains to new domains (i.e. the ability to transfer learning to other domains). 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
All potential learners not in possession of a BA Honours degree as described in the previous paragraph, need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning which would give them access to the programmequalification, need to apply to the accreditation committee of the Faculty of Arts for recognition of prior learning.
Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the department, offering the module or modules the student learner wish to be credited for, clearly stating the title(s) of the module they want to be credited for as well as the basis on which they believe the accreditation should be granted.
The principles or RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not be to the detriment of the potential student learner and that his/her chances to succeed must be reasonable.
The committee will assess learners' competencies in order to determine whether they are eligible for:
a) Access to,
b) Advanced placement in, or
c) Recognition of status for this qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Arts Honours in Applied Linguistics and Literary Theory, NQF Level 8.
    Or
  • Bachelor of Arts Honours in Linguistics, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Identify problems areas and provide solutions to problems in the domains outlined in the purpose.
    2. Work collaboratively with peers and undertake collaborative research.
    3. Undertake individual research, engage in a programme of advanced reading of relevant academic texts, take responsibility for own learning programme, construct own bibliographies in domains outlined in the purpose.
    4. Undertake individual research, engage in advanced and in-depth reading of a cross section of material in the relevant domains, manage and construct own research programme, collect, analyse, organise and critically evaluate knowledge and information in the domains outlined in the purpose.
    5. Communication in suitable academic language own research findings, make own conclusions based on a wide reading of other research findings, make oral presentations to peer.
    6. Contextual knowledge and insights into the theoretical, research and applied issues in the domains outlined in the purpose.
    7. Relate own studies, research and reading to larger domains in linguistic, research, national and international situations pertaining to education, training, language, literacy, etc.
    8. Develop advanced self-learning strategies, construct own knowledge, integrate own background knowledge with newly-acquired knowledge, develop al the characteristics of successful, independent learners.
    9. Develop awareness and knowledge of societal problems regarding bilingualism, multiculturalism, education, etc.
    10. Develop awareness and knowledge of the existence and treatment of societal and individual multiculturalism, multilingualism, cross-cultural communication and other societal and individual factors pertaining to the domains outlined in the purpose. Develop a tolerance for other languages and cultures, speakers of other languages and members of other cultures. Develop awareness of communication and language problems for translators, editors and interpreters.
    11. Develop efficient skills in writing, speaking, reading and listening and in the domains of second-language teaching and language planning which can be put to use in seeking employment in these and other domains, writing curriculum vitae, interviews, etc. Develop skills in translating, editing and interpreting.
    12. Develop skills which be put to independent use to set up own training programmes, advisory and consultancy business, etc, in the domains outlined in the purpose. Develop computer literacy skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. The ability to identify and solve problems in the domains outlined in the purpose.
    2. The ability to work collaboratively and to undertake collaborative research with peers and to engage in peer evaluation and teaching.
    3. The ability to undertake individual learning and research tasks, engage in analytical academic reading, synthetic academic writing and construct bibliographies in the domains outlined in the purpose. The ability to take responsibility for own learning.
    4. The ability to engage in-depth reading of a cross-section of material in the domains outlined in the purpose, the ability to manage and organise own research programme, collect., analyse, organise, and critically evaluate knowledge and information.
    5. The ability to communicate research findings and own evaluations and analyses of existing research in competent written and spoken academic language.
    6. Demonstrate contextual knowledge and insights into the domains outlined in the purpose.
    7. The ability to relate own studies, reading and research to larger domains in linguistics, research and national international situations pertaining to the domains outlined in the purpose.
    8. The development of advanced self learning strategies and the characteristics of successful, independent learners.
    9. Demonstrate awareness of social factors and societal and individual problems relating to issues such as bilingualism, multilingualism, multiculturalism, cross-cultural communication, etc.
    10. Demonstrate awareness and knowledge of the existence and treatment of societal and individual issues relating to the domains outlined in the purpose.
    11. Demonstrate broad communicative competence which would facilitate job-seeking and occupational and professional knowledge and competence in the domains catered in this qualification.
    12. Demonstrate skills which might be put to independent use in self-employment in the domains catered for in this qualification.

    Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:
    Written assignments, essays, oral class presentations, class tests, formal semester tests, collaborative research projects and assignments. Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

    Formative assessment practices that will be implemented:
    A range of formative assessment strategies is used. Formative assessment strategies include, among others, written assignments, essays, oral class presentations, class tests, formal semester tests (one per quarter), collaborative research projects and quarterly assignments. Opportunities for peer assessment are included.

    Summative assessment practices that will be implemented:
    Integrated assessment, focusing on the achievement of the Exit-Level Outcomes, will be done by means of bi-annual written examinations in the form of a three-hour paper per module, oral examinations where deemed necessary, continuous portfolios, research project for the relevant module and mini-dissertation. 

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation.

    Horizontal articulation:
    Master of Arts in Linguistics NQF Level 9.
  • Master of Arts in Applied Linguistics and African Languages, NQF Level 9.

    Vertical articulation:
  • Doctor of Philosophy in Applied Linguistics and Literary Theory, NQF Level 10. 
    		•

    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 2006; 2009; 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg 


    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.