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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Language, Literacies and Literature 
SAQA QUAL ID QUALIFICATION TITLE
97906  Bachelor of Education Honours in Language, Literacies and Literature 
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
Honours Degree  Field 05 - Education, Training and Development  Higher Education and Training 
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 overarching purpose of the qualification is to provide learners with the knowledge, skills and development required to initiate their journey into academia, and in particular, research. The purpose is also to produce learners who can demonstrate a critical understanding and skills in the fields of language, literacies and literature in education, as well as research in the field of educational linguistics. This is done by preparing them to engage positively with the multi-variety language diversity issues encountered in South African classrooms.
Upon successful completion of the qualification the learner will be able to:
  • Consolidate a critical understanding of the theoretical and practical frameworks that inform Educational Linguistics.
  • Consolidate knowledge of language teaching opportunities to combat obstacles to language learning.
  • Engage in analysis of research methodology and techniques of language-related issues and to conduct and report on research under supervision in order to prepare for research-based post- graduate studies.
  • Critically discuss the role of the linguistic specialist within educational settings.

    Rationale:
    Language has long been a contentious issue in education in South Africa, and is justifiably an important area of study. This qualification is intellectually credible because it is specifically designed to offer learners coherent engagement with contentious issues surrounding multilingual teaching and learning in particular, with regard to languages, literacies and literature. Given the country's 11-language policy and multilingual, multicultural classrooms, learners are given the theoretical knowledge and skills to manage such classrooms through this qualification, as well as the research ability to progress to a Masters qualification.

    The fields of Applied and Educational Linguistics are dedicated to innovative studies of language use and language learning. Research in the field is based on the idea that there is need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The dynamic and multi-layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning.

    The Bachelor of Education (Honours) is the first postgraduate degree in education. The qualification therefore is intended to prepare learners for research-based postgraduate studies in the field of language. The qualification serves to consolidate and deepen the learners' knowledge of the field and to develop research capacity in the methodologies and techniques in the field of language. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Faculty of Education accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the University of Johannesburg's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications, and grant credits for modules based on the principles and processes that serve as basis for Faculty-specific RPL practices.

    A panel of selected UJ staff members will determine, on an individual basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence with regard to the relevant exit-level outcomes, this panel will do one or more of the following:
  • Verify the standard/quality of an applicant's prior qualifications.
  • Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.
  • Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.
  • Conduct individual interviews with applicants to discuss the results of the evidence collection.

    Entry Requirements:
  • Four year Bachelor of Education Degree with Education and English/ Linguistics (or related modules) as majors.
    Or
  • NQF Level 7 first Degree with English as major plus a 120 Credits, NQF Level 7 Advanced Diploma in Teaching.
    Or
  • Postgraduate Certificate in Education, at NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 4 compulsory modules at NQF Level 8 totalling 120 Credits.
    Modules at NQF Level 8, 120 Credits:
  • Theories in Language, Literacies and Literature; 30 Credits.
  • Current Issues in Language, Literacies and Literature, 30 Credits.
  • Research methodology and design in Language, Literacies and Literature, 20 Credits.
  • Research project in Language, Literacies and Literature, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Consolidate a critical understanding of the theoretical and practical frameworks that inform Educational Linguistics.
    2. Consolidate knowledge of language teaching opportunities to combat obstacles to language learning.
    3. Engage in analysis of research methodology and techniques of language-related issues and to conduct and report on research under supervision in order to prepare for research-based post- graduate studies.
    4. Critically discuss the role of the linguistic specialist within educational settings. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A critical understanding and skills in the fields of language, literacies and literature in education is demonstrated, as well as research in the field of educational linguistics.
  • Theoretical and conceptual knowledge and debates in the fields of language, literacies and literature are engaged in.
  • Different models of language acquisition, literacies and literature are engaged with, as well as debate and critique the different models and theories.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Language teaching opportunities are designed, implemented and assessed.
  • Expert and writer's voice is distinguished.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Appropriate research approaches and methodologies are selected.
  • Research opportunities in Language, Literacies and Literature are designed and conducted.
  • Research within the contexts of language, literacies and literature is reported.
  • Research design, approach and methodologies, as well as the collecting and analysis are understood.
  • Data and findings through the use of extensive empirical and theoretical studies is collected, analysed and reported.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Literature reviews and conceptual frameworks by theoretical experts in selected fields are understood.
  • linguistic interventions are designed and implemented.
  • Different models of language acquisition, literacies and literature are reflected and applied to the most suitable contexts.

    Integrated Assessment
    Formative assessments may comprise assignments, portfolios and exams. Summative assessment includes a written examination, or a portfolio to ensure that outcomes are assessed in an integrated. 
    		•

    INTERNATIONAL COMPARABILITY 
    Harvard Graduate School of Education in United States America (USA) offers a one year Masters of Education Language and Literacy qualification. The yearlong Language and Literacy (L and L) qualification is grounded in the belief that language and literacy skills are essential to every aspect of an individual's life and that literate individuals contribute positively to our social, cultural, and economic well-being. The qualification focus is centred on improving learner achievement in reading and writing. Improving literacy has become the mandate of the institution; if learners are not literate, they cannot succeed in other content areas, such as math, science, and history.

    In order to become change agents, L and L learners gain a comprehensive perspective on literacy development, including the role of English language learning, socio-cultural influences, and ethnic backgrounds. With a bilingual and multilingual focus, learners study literacy through the lenses of policy and practice, and through research that deepens knowledge of the discipline to the level of neuroscience; all with an emphasis on how learners can use the knowledge to become a force for positive change in education policy and practice.

    Kings College in London, United Kingdom (UK) offers a MA English language Teaching and Applied Linguistics(MA in ELT) This qualification has been designed for experienced language teachers who want to reflect upon and further develop their understanding of the various theoretical and practical issues that impact upon the field of language learning and teaching. The qualification provides opportunities to explore recent research in language learning, language teaching and language use, and develop skills in more specialist areas such as teacher education, materials development, teaching English for academic purposes, management and evaluation in ELT, and language assessment. It places particular emphasis on the notion of theory- and research-informed teaching and the need for teachers to mediate between theory and practice in constructing pedagogies according to specific teaching-learning contexts.

    Conclusion:
    The rationale and purpose of the Bachelor of Education Honours in Language, Literacies and Literature compares favourably with the cited international examples notwithstanding that these are at the Masters level in their respective countries. 

    ARTICULATION OPTIONS 
    The completed Bachelor of Education Honours in Language, Literacies and Literature has the following possible articulation possibilities:
    Horizontal Articulation:
  • Honours Degree in a cognate field at NQF Level 8.
  • Postgraduate Diploma in a cognate field at NQF Level 8.

    Vertical Articulation:
  • Master's in Education Linguistics at NQF Level 9.
  • Masters' Degree in a cognate field at NQF Level 9. 
    		•

    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. 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.