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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Language Education 
SAQA QUAL ID QUALIFICATION TITLE
97584  Bachelor of Education Honours in Language Education 
ORIGINATOR
Stellenbosch 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
Honours Degree  Field 05 - Education, Training and Development  Schooling 
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-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:
The purpose of the Bachelor of Education Honours (BEdHons) in Language Education is to enrich and deepen undergraduate training by developing research-based language teaching practice.

Upon qualifying the learner will be able to:
  • Develop integrated dictionary education programmes.
  • Provides evidence of classroom assessments and research-based analysis of such assessments.
  • A literature review in the emerging discipline of creative writing is critically conducted.
  • Draw on the literature to explain and discuss certain core concepts and practices in education.
  • Understand the key features of research.

    Rationale:
    The qualification distinguishes itself from more general Honours qualifications in that it strengthens expertise in language teaching and learning in particular. The role of languages in education is crucial for the success of learners and the continued development of literacies from Foundation Phase onwards. It is crucial that teachers develop their understanding of language as a tool for empowerment and information processing, based on research-based language teaching practice, since this understanding underpins education at all levels.

    As such this qualification serves to:
  • Develop and enhance leadership and mentorship in language education at postgraduate level.
  • Address urgent need in developing literacy.
  • Emphasise the role of language as a vehicle of cognitive development and academic advancement.
  • Foster creative critical thinking and a sensitivity to language and cultural diversity.
  • Address questions of language policy and multilingualism in local and global context. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In tandem with the ARPL policy of the University the process for ARPL in the faculty is as follows:
  • Applications for ARPL are mainly considered at the post-graduate level.
  • An applicant must apply for admission using "normal" application procedures and also apply for ARPL in writing to the relevant departmental chair.
  • The departmental chair will discuss the merits of the application with lecturers where applicable, or with the programme coordinator, depending on the nature of the application. If no faculty decision is required, the departmental chair communicates with the applicant in this respect.
  • If there is potential for success and a faculty decision is required, the application is referred by the relevant department. The process to be followed is communicated to the applicant. If the success of the application appears to be low, this is also communicated in writing to the applicant via the faculty's secretary.
  • The ARPL committee might request additional information from and/or a personal interview with the applicant where applicable.
  • The ARPL committee provides the applicant with guidelines to compile an ARPL portfolio if applicable.
  • The ARPL committee considers and assesses the evidence, consults with staff or other stakeholders if needed and makes a recommendation in writing to the faculty committee. The relevant departmental chair and programme chair are informed about the recommendation.
  • The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
  • The applicant is informed of the decision of the Faculty Board via the faculty secretary.

    Both the applicant and the department/programme committee are entitled to lodge an appeal to the chair of the ARPL committee should they consider the decision of the Faculty Board or the process unreasonable.

    Entry Requirements:
    Learners may be admitted to the BedHons qualification if they have:
  • A relevant university Degree and a secondary education Diploma or Certificate (e.g. SED, HDE, PGCE, UED, LSED).
    Or,
  • A relevant university Degree and a primary education Diploma (e.g. PES, PGDE, HPED, etc.).
    Or,
  • A four-year integrated education Degree.
    Or,
  • In addition to the admission requirements presented learners seeking admission to specialisation in Language Education are required to have attained a high level of achievement in the language modules of their Undergraduate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Level 8, totalling 120 Credits.

    Compulsory Modules:
  • Educational research, 10 Credits.
  • Language teaching research, 5 Credits.
  • Knowing, Acting and Being: Framing the study of Education, 15 Credits.
  • Research project in language education, 30 Credits.

    Elective Modules:
  • Afrikaans Curriculum Studies, 15 Credits.
  • English Curriculum Studies, 15 Credits.
  • isiXhosa Curriculum Studies, 15 Credits.
  • Specialisation in Language and literacy, 15 Credits.
  • Language policy and multilingual education, 15 Credits.
  • Literacy and Education Leadership (Foundation Phase), 15 Credits.
  • Pedagogical Lexicography, 15 Credits.
  • Teaching creative writing, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand the key features of research.
    2. Draw on the literature to explain and discuss certain core concepts and practices in education.
    3 .A literature review in the emerging discipline of creative writing is critically conducted.
    4. Provides evidence of classroom assessments and research-based analysis of such assessments.
    5. Develop integrated dictionary education programmes. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria Exit Level Outcome 1:
  • The assumptions which underpin different research methods are critically analysed.
  • Conceptual tools are used in critically reading research.
  • What methodological coherence means is understood.
  • Research methods are selected appropriately.
  • The importance of multi-data production techniques is appreciated.
  • The key elements involved in research design and data analysis are understood.
  • Processes involved in legitimating knowledge are understood.
  • Relationship between ethics and research is explained.
  • Own questions for further investigation in the chosen area of research are outlined.
  • The rationale for choosing the research questions is explained.

    Associated Assessment Criteria Exit Level Outcome 2:
  • An understanding of language varieties is demonstrated.
  • Contribution of folklore to literacy development is made.
  • An art of writing in different contexts for different purposes is demonstrated.
  • Genre-based writing within frames of pedagogical theories is demonstrated.
  • Learning materials (texts and visuals/screen) are created, developed and reviewed.
  • Deep and mature insight into cultural implications in South African mono- and multicultural contexts is demonstrated.

    Associated Assessment Criteria Exit Level Outcome 3:
  • Theories of creativity and teaching creative writing are developed.
  • Models of the creative writing process are constructed and evaluated and their impact on creative writing instruction design and assessment is explained.
  • Practice-as-research (PaR) is conducted by actively participating in workshops, own creative writing process and product is produced and reflected upon.
  • Creative writing lessons within the context of the existing school curriculum for languages are planned.

    Associated Assessment Criteria Exit Level Outcome 4:
  • Context-sensitive and research-based approaches to the remediation of literacy learning are developed.
  • Emergent and conventional literacy in the primary school is understood.
  • Reading performance of young learners is examined and investigated.
  • Procedures for developing, monitoring and evaluating a coherent research-based.
  • Literacy instructional programme and assessment system that integrates the core elements of literacy are outlined.
  • A critical stance towards the teaching and assessment of language and literacy is developed.

    Associated Assessment Criteria Exit Level Outcome 5:
  • Lexicographical terms are explained.
  • Dictionary typologies are distinguished.
  • Dictionary structures and functions are understood.
  • Pedagogocial dictionaries are analysed, compared and criticised.

    Integrated Assessment:
    At least two opportunities of formative assessment in the form of an assignment, project or portfolio will be conducted for semester modules.

    The qualification will assess applied competence through clearly stipulated assessment procedures and criteria according to institution's assessment policy. Various kinds of evidence of learning are therefore collected to monitor the learner's progress. Constructive feedback on the learning process and/or learning progress is provided to individual learners and/or groups of learners in oral and/or written format and clearly explained and justified. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is internationally comparable with:
    Bachelor of Education Honours in Language Teaching, University of Malaysia, Malaysia:
    The Bachelor of Education (Honours) in Languages qualification is aimed at preparing learners to meet the demands and challenges in the teaching profession for both public and private educational institutions. Thus, the qualification provides an excellent opportunity for teachers to be better equipped with a more solid command of the subject knowledge and skills required of an educator.

    The modules are structured so as to improve and enhance learners' pedagogical abilities and teaching skills besides providing the necessary Malaysian school subject content knowledge. Learners will have an understanding of the history, philosophy, systems, practices and challenges of educational development. The qualification enables learners to master competency in identifying the nature of learning experiences and problems faced by learners in the classroom, and to be professionally engaged in teaching-learning processes and experiences, curriculum planning, aspects of educational institution management, and development of the profession.

    Postgraduate Diploma (PGDip) (Language and Literacy Education) - University of Waikato, New Zealand:
    The Postgraduate Diploma (Language and Literacy Education) is for learners with a qualification in education. This qualification particularly suits teachers with an interest in the theory and practice of literacy/literature teaching at both primary and secondary levels. The focus of this language and literacy education is on literacy research-based teaching. The qualification is oriented to the professional learning needs of classroom teachers.

    Conclusion
    This qualification compares favourably with the above cited international qualifications in terms of the competencies that each learner will develop. 

    ARTICULATION OPTIONS 
    A range of articulation options is available for the successful learner:
    Vertically:
  • An appropriate Bachelor's Degree with post-graduate professional teacher qualification, or a four year integrated education Degree at HEQSF Level 7.

    Horizontally:
  • Postgraduate Diploma in Education in Curriculum Development.
  • Postgraduate Diploma in Education Planning. 
    		•

    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. Stellenbosch University 


    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.