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 THAT HAS PASSED THE END DATE:

Postgraduate Diploma in English Second Language Education

SAQA QUAL ID	QUALIFICATION TITLE
7941	Postgraduate Diploma in English Second Language Education
ORIGINATOR
Rhodes 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 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
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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

The diploma aims to produce high-quality graduates who understand and can apply the relevant theoretical knowledge, skills, methods and techniques necessary to be effective teachers of English in multilingual classrooms and in classrooms where English is taught as an additional language.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Candidates should be in possession of an Honours degree in English Language Teaching (or a cognate discipline) or a BEd. Degree.

Recognition of Prior Learning:

Candidates are granted credit for equivalent prior learning and experience as determined by the University rules governing the recognition of prior learning and experience.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

On completion of the diploma, graduates should:

* Have a focused, disciplinary knowledge of the field of English teaching and learning, which renders them suitable for employment
* Have critical, creative and analytical problem-solving skills relating to English teaching and be able to integrate experience and knowledge to form reasoned judgments
* Have the necessary competence and learning skills to progress to further postgraduate courses in the field of applied linguistics at any comparable institution, both local and international
* Know how and where to access further relevant information
* Appreciate the richness of other languages and cultures
* Be well-rounded individuals who are confident, independent, resourceful and motivated, and able to use their knowledge and skills to benefit society and the economy through their productivity
* Have a capacity to understand, where appropriate, the moral, social, political or economic dimensions of studied material or situations, and for judging and appreciating values
* Be enriched and broadened in their general understanding but aware of the limits of their own knowledge in the field
* Understand the ever-expanding and ever-changing nature of knowledge and the concomitant need for life-long learning.

Specific Outcomes:

1. The diploma graduate is competent to apply specialist knowledge in the fields of teaching and learning English as an Additional language.
In order to meet this outcome, on completion of the programme of study, graduates should:
Knowledge Outcomes
* Have a thorough knowledge and understanding of the wide-ranging theoretical aspects relating to the teaching and learning of English as an Additional Language, including general linguistics, socio linguistic issues, literacy, psycholinguistic issues, language-in education policy and issues relating to curriculum theory and practice.

Skills Outcomes
* Be able to apply the theoretical insights and skills acquired during the programme of study to particular problems and opportunities in the South African English teaching context.
Value and Attitude Outcomes:
* Appreciate the ethical and moral issues relating to the teaching and learning of English in a multilingual environment.
* Appreciate of the richness of other languages and cultures.
* Appreciate the personal, cultural and social values and needs of all those affected by their discipline.
* Understand the need to act responsibly and ethically within limits of competence.

2. The diploma graduate is competent to communicate in a professional manner.
In order to meet this outcome, on completion of the programme of study, graduates should:
Knowledge Outcomes
* Have a sound grasp of the linguistic characteristics of a wide range of spoken and written genres of English
* Have mastery of appropriate academic literacy

Skills Outcomes
* Be able to communicate clearly and effectively in writing and orally
* Be able to make verbal presentations in an appropriate style, using material and visual aids effectively.
* Harness appropriate technology to facilitate communication
* Be able to work independently or as a member of a team, showing leadership and performing critical functions

Value and Attitude Outcomes:
* Demonstrate cultural and aesthetic understanding and sensitivity across a range of communicative contexts, acknowledging the multi-cultural and multi-lingual nature of South African society.

3. The diploma graduate is competent to research aspects relating to the fields of teaching and learning English as a second or additional language, commensurate with experience.
In order to meet this outcome, on completion of the programme of study, graduates should:
Knowledge Outcomes
* Have a clear understanding of the principles, concepts and methodology of research appropriate to the teaching and learning of English as a Second Language

Skills Outcomes

* Have mastery of appropriate research methodology, including fieldwork and data-gathering techniques, organising, analysing, critically evaluating and reporting information (all commensurate with the level of study)
* Have critical reasoning ability, and cognitive skills including problem-solving, analysis and interpretation

Value and Attitude Outcomes:
* Appreciate the ethical and moral issues relating to research in the field of English in the South African educational context
* Have an ability to integrate performance and decision-making with understanding, showing adaptability to changing circumstances.

4. The diploma graduate has an understanding of the nature of academic endeavour, and appreciates the need for life-long learning.
Knowledge Outcomes
* Appreciate their potential contribution to the people of South Africa, and their potential roles and responsibilities
Skills Outcomes
* Exercise intellectual independence, analytical rigor and the ability to engage in self-directed learning on an ongoing basis in order to keep abreast of current developments in the field
* Undertake action-research projects in the context of their work environment.
Value and Attitude Outcomes
* Have an ability to integrate performance and decision-making with understanding, showing adaptability to changing circumstances
* Exercise judgment commensurate with experience.

ASSOCIATED ASSESSMENT CRITERIA

At the end of the year learners should be able to demonstrate

* An understanding of the basic concepts, principles, theories and facts that are central to the range of topics which are the focus of the discipline. Learners will have a broad knowledge base, with depth in a selected range of areas.
* An ability to evaluate critically a range of alternative theoretical approaches.
* An ability to apply their theoretical knowledge to the multilingual classroom context in South Africa.
* An ability to find and utilise relevant and appropriate information from a range of different sources.
* An ability to collect linguistic data, analyse and interpret it.
* A thorough competence in the use of English, both in writing and orally, appropriate to the academic genre.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved.

1. Assessment procedures adhere to Rhodes University Assessment Policy.

2. Assessment entails three elements.

Continual formal assessment both formative and summative

Continual informal assessment (formative)

Formal end of course assessment (summative)

The course work on which continuous assessment is based includes work done individually and in groups, and may consist of combinations of tests, essays, practical reports and seminars.

ARTICULATION OPTIONS

Learners may enter the programme if they are in possession of an Honours degree in English Language Teaching (or a cognate discipline) or a BEd. Degree.

The qualification will enable them to proceed to further postgraduate studies in Education and in the teaching of English Second Language.

MODERATION OPTIONS

Internal and external moderators and examiners are used.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Academic staff of Rhodes University will be used as assessors. They will preferably have a PhD, but staff with a Master's degree and appropriate experience are acceptable. In exceptional cases an Honours degree will be acceptable.

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:

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.	Rhodes University