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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Language Practice 
SAQA QUAL ID QUALIFICATION TITLE
96910  Master of Language Practice 
ORIGINATOR
Tshwane University of Technology (TUT) 
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  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0733/25  2024-06-30  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
72515  Master of Technology: Language Practice  Level 8 and above  NQF Level 09  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Master of Language Practice is to equip learners with the knowledge and skills to critically engage with complex issues impacting the sustainability of South African linguistics. The qualification provides a platform for advanced research across diverse fields, including language policy and planning, sociolinguistics, dialectology, onomastics, literature, and language in education, thereby fostering both scholarly and practical contributions to the discipline. The qualification aspires to retain the essential practical aspirations of the former MTech. (Language Practice), about industry (language teaching; translation; language and the media; language editing and copyrighting; language policy and planning; language rights; etc.), but with a broader and more pertinent theoretical orientation, which is required for a more well-rounded university education. The qualification aligns with the university's vision and mission to prepare for modern South African society, producing professionals with the necessary educational background and practical skills to make meaningful contributions to the country's socioeconomic growth and to address the current shortage of qualified and capable professionals in the field of language (and its applications).

Typical learners include those with a Postgraduate Diploma in Language Practice, as well as those who hold an Honours qualification in fields such as Translation Studies, African Languages, Language Education, Literature, and related disciplines. In addition, candidates who demonstrate the required competencies through Recognition of Prior Learning (RPL) also form part of the intended group. This aligns with the qualification's focus on advancing expertise in language practice and related areas.

Qualifying learners of the qualification are expected to actively contribute to national discourse on the role of African languages within the political economy. They should demonstrate advanced competence in their chosen area of research, which may include language policy and planning, sociolinguistics, psycholinguistics, dialectology, language education, literature, translation studies, and language and law, among others.

This qualification is based strictly on research, which will be presented in a dissertation of 10,000-12,000 words. A good pass in this qualification should qualify the learner for admission onto a doctoral qualification in a similar discipline. On the successful completion of this qualification, qualifying learners will be able to, engage in a specific and specialized enquiry on a research phenomenon in their environment, with a view to understanding it better, and/or gathering more data on its aspects and ramifications; become familiar with research approaches, methods, instruments, and ethics for data/corpus collection and analysis/interpretation; undertake autonomous research, albeit under the guidance of a supervisor with the requisite experience in research; more proficient in specialised reading, writing and critical thinking skills associated with functional literacy in this discipline and participate in the national discourse, as far as possible.

Rationale:
Given the considerable multilingual resources of South Africa, and the importance of language and its use therein, especially for professional purposes, it is imperative that we develop specialised human resources to cope with needs and wants in these areas nationally. Some of the more specific areas of need include translation and interpreting; editing and copyrighting; advertising and branding; broadcasting and mass media; voice recognition systems and forensic linguistics; language education; second language teaching; language policy and planning; language attitudes and identities; onomastics; and academic research, among others.

The qualification is expected to cater to B.Tech. or Honours qualification-equivalent learners, with professional inclinations similar to those indicated above, and who come from a study background in languages, linguistics, applied linguistics, education, communication, literature, or a related discipline. This qualification should ensure access to doctoral qualifications in this or a related discipline.

Previous post-institution's reports on our learners' employability indicate that they are relatively easily absorbed into the job market. Current postgraduate learner enrolment trends in the Department also indicate an upward trend, with a more recent annual increase of 78% (and counting).

This will be one of the few qualifications in the region with the same level of practical, applied, and career-oriented focus. The advantage of our qualification is the wide spectrum of South African indigenous languages we can cater to, in terms of supervisory capacity. Many of our past qualifying learners are currently gainfully employed in broadcasting, the print media, advertising, translation and interpreting bureaux, the National Assembly, in language teaching and academics, thereby contributing to alleviating the dearth in human capital in these specialised professions, and national socio-economic development. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning
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. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules, and credits for or towards the qualification.

RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.

    RPL for exemption from modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Postgraduate Diploma in Language Practice, NQF Level 8.
    Or
  • Bachelor of Arts Honours in Language Practice, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises a compulsory module at National Qualifications Framework Level 9, totalling 180 credits.

    Compulsory Modules, NQF Level 9, 180 Credits.
  • Dissertation: Language Practice, NQF Level 9, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialised and systematic knowledge of language policy and practice in a South African context, translation, interpreting, editing, terminology development, lexicography, sociolinguistics, psycholinguistics, forensic linguistics, and related fields, critically engaging with current theories, methodologies, and debates that are at the forefront of the discourse within the linguistic discipline.
    2. Conduct independent research or advanced applied projects in language practice-related fields, using appropriate methodologies, analytical frameworks, and critical inquiry, culminating in a research dissertation or equivalent output.
    3. Identify, analyse, and address complex language-related problems in professional, social, and academic contexts, applying innovative strategies that contribute to knowledge production and professional practice.
    4. Apply ethical reasoning, scholarly integrity, and professional standards in translation, interpreting, editing, proofreading, terminology development, lexicography, and other language services, demonstrating accountability and responsibility within diverse linguistic, cultural, and institutional contexts.
    5. Present and communicate research findings, theoretical insights, and professional outputs effectively to diverse audiences, using discipline-specific conventions, formats, and human language technologies at an advanced academic and professional level.
    6. Integrate theoretical knowledge and practical skills in language practice and other related fields to contribute to multidisciplinary projects, national development priorities, and international scholarly and professional debates, such as language and law, language and culture, language and justice, language and statistics, as well as language and economy. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and synthesise advanced theories and methodologies across subfields such as translation studies, sociolinguistics, language policy and planning, psycholinguistics, forensic linguistics, computational linguistics, grammar, lexicography, and terminology development.
  • Apply appropriate linguistic frameworks and models (e.g., cognitive linguistics, systemic functional linguistics, or equivalence theories in translation) to critique and explain complex linguistic, cultural, and communicative phenomena.
  • Generate original insights by integrating interdisciplinary perspectives, using evidence-based reasoning to advance understanding and propose solutions to challenges in multilingual, cognitive, and socio-cultural contexts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify, analyse, and interrogate complex language-related problems in academic and professional contexts, demonstrating the capacity to frame these challenges within appropriate theoretical and applied paradigms
    .> Evaluate and synthesise evidence-informed strategies to address issues such as legal miscommunication, terminology harmonisation in science and technology, and language barriers in healthcare.
  • Design and develop innovative, contextually responsive solutions, including translation technologies, multilingual glossaries, and literacy interventions that promote equitable communication and access.
  • Formulate and justify pragmatic recommendations that advance scholarly inquiry and contribute to societal development, while ensuring alignment with ethical, cultural, and disciplinary standards.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply and uphold ethical standards and professional codes of conduct in translation, interpreting, editing, and related domains, demonstrating accountability in decision-making.
  • Demonstrate integrity in academic and professional practice by avoiding plagiarism, maintaining confidentiality in sensitive contexts such as forensic linguistics, and respecting cultural diversity and sensitivities in translation.
  • Evaluate and justify professional decisions with reference to principles of scholarly integrity, ethical reasoning, and disciplinary standards in language practice.
  • Assess and articulate the broader cultural, institutional, and social impacts of language-related work, including the contribution of language policy and planning to nation-building, social cohesion, and transformation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Present and communicate complex ideas and research findings persuasively to diverse audiences, adapting style, register, and mode of delivery to suit academic, professional, or community contexts.
  • Demonstrate mastery of academic and professional conventions, including accurate referencing (e.g., APA/Harvard), coherent argumentation, and precise use of field-specific terminology such as in lexicography, sociolinguistics, or translation studies.
  • Integrate advanced digital and technological tools such as corpus analysis software, audiovisual translation platforms, or online collaboration systems into the design and dissemination of scholarly and professional outputs.
  • Produce and disseminate multimodal outputs (e.g., conference presentations, policy briefs, or community-focused resources) that reflect scholarly rigour, professional relevance, and social responsiveness.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Synthesise and apply advanced theoretical frameworks (e.g., sociolinguistics, computational linguistics, translation studies) to diverse professional, educational, and policy contexts.
  • Demonstrate the transfer of specialised knowledge across disciplines, for example, applying linguistic research to domains such as law, education, healthcare, or technology.
  • Design and evaluate interventions (e.g., multilingual education strategies, digital inclusion initiatives, African language development projects) that address national, regional, or global priorities.
  • Reflect on the interplay between theory and practice, producing innovative, contextually responsive solutions that advance both scholarly inquiry and professional application.

    Integrated Assessment
    A combination of integrated assessment strategies, which will combine both formative and summative assessment and evaluation, will be used to ensure that the purpose of the qualification is achieved. Although the qualification has several other partial requirements for the qualification to be awarded (colloquium; submission of at least one article to an accredited journal), the principal object of assessment is the written dissertation of 10,000-12,000 words, which could also be the subject of an oral defence. The dissertation would ordinarily be assessed by the supervisor, another internal assessor in the relevant discipline, and an External Assessor.

    Formative Assessment:
    Formative assessment techniques such as written reports, preparation of articles for submission to journals, presentation of posters, and oral presentations are designed to develop towards success in the final summative assessment of a dissertation. The qualification is awarded to the candidate, providing assessed evidence that the stated competence of the qualification, as detailed in the exit level outcomes, has been achieved.

    Summative Assessment:
    The summative final assessment of the dissertation is a measure of the extent to which a learner has integrated knowledge, skills, and personal development in conducting research in the field of translation studies, sociolinguistics, language planning and policy, terminology development, lexicography, sociolinguistics, psycholinguistics, forensic linguistics, etc. The production of a comprehensive report in the form of a dissertation encompasses relevant, well founded and formulated research problem or hypothesis, background and critical literature review, appropriate choice and description of materials and methods, the generation of data and the analysis and interpretation of this data by applying current technology and skills in the field of computational linguistics, natural language processing, and other human language technologies , and finally the integration of the research results into a logically developed justifiable conclusion to answer the research problem. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Master of Language Practice facilitates and allows learner mobility, allowing qualifying learners to transition between institutions both locally and internationally. However, it should be acknowledged that master's qualifications specifically titled Language Practice or Applied Languages are not commonly offered worldwide. The closest comparable qualification, in terms of applied orientation, content, study duration, and assessment protocols, is the MSc in Linguistics offered at the University of Edinburgh in the United Kingdom. Similarly, the Department of Linguistics and Philosophy at the Massachusetts Institute of Technology (MIT) in the United States offers a Master's level qualification in Linguistics that aligns with many of the same academic and professional outcomes. Equivalent qualifications are also available in other parts of the world, including France, Australia, and Canada, where applied linguistic and translation-focused studies have long been established.

    Within the African continent, comparable qualifications are offered in countries such as Kenya, where the University of Nairobi offers BA qualifications such as Linguistics and Languages, as well as MA in Linguistics and Languages, and Kenyatta University, which offers MA in Applied Linguistics.
    Similarly, some universities in Cameroon also offer similar qualifications. For example, the University of Ngaoundéré has a Department of Linguistics and African Languages within its Faculty of Arts, Letters, and Human Sciences, and the University of Buea, which features a School of Postgraduate Studies and houses the Advanced School of Translators and Interpreters; while not explicitly named "Linguistics Department," it supports applied language and translation qualifications

    These qualifications strengthen the case for international comparability, as they reflect a shared commitment to balancing theoretical grounding with applied linguistic and communicative competence. When comparing these international qualifications, several qualitative similarities and differences emerge. For instance, entry into MIT's linguistics qualification is not limited strictly to candidates with a linguistics or language practice background; rather, learners with prior qualifications in diverse disciplines are considered, provided they can demonstrate the multidisciplinary relevance of their first qualification to linguistics. This contrasts with the South African context, where progression into Master of Language Practice qualifications typically favours candidates whose undergraduate or honours-level studies are closely aligned with language, translation, or applied linguistics.

    At the curricular level, structural differences are also evident. In South African qualifications, core areas such as syntax, phonology, and semantics are often integrated within a single module, reflecting a more consolidated approach to linguistic study. By contrast, institutions such as MIT offer these as separate, dedicated modules, allowing for greater depth and specialization in each subfield. Similarly, European and North American universities often emphasize research training earlier in the qualification through distinct methodology and seminar-based courses, whereas South African models tend to integrate methodology within dissertation supervision.

    Overall, while naming conventions and module structures differ across regions, the underlying objectives, assessment protocols, and professional outcomes of the Master of Language Practice are comparable to those of international qualifications in linguistics and applied language studies. This ensures that qualifying learners are not disadvantaged in terms of international recognition and academic mobility, as their qualifications meet global benchmarks in both theoretical and applied domains. 

    ARTICULATION OPTIONS 
    Horizontal articulation:
  • Master of African Languages and Linguistics, NQF Level 9.
  • Master of Arts in Applied Linguistics and African Languages, NQF Level 9.
  • Master of Arts in Applied Linguistics and Literary Theory, NQF Level 9.
  • Master of Education: Applied Linguistics: Language, NQF Level 9.
  • Master of Arts in Communication, NQF Level 9.

    Vertical Articulation:
  • Doctor of Language Practice, NQF Level 10.
  • Doctor of Philosophy in African Languages and Linguistics, NQF Level 10.
  • Doctor of Philosophy in African Languages, NQF Level 10.

    Diagonal Articulation:
  • Master of Journalism, NQF Level 9.
  • Master of Integrated Communication, NQF Level 9.
  • Master of Master of Communication Science, NQF Level 9.
  • Master of Journalism and Media Studies, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. Tshwane University of Technology (TUT) 


    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.