Bachelor of Arts Honours in French

Purpose

The primary purpose of this qualification is three fold in nature to equip learners with

• Higher level mastery of modern French, combined with the cultural knowledge and intercultural skills needed for successful non mother-tongue communication, to prepare the learner for careers in which a knowledge of French is required.
• A strong foundation for fundamental and applied research skills to enable learners to find and interpret information independently for research projects and to construct logical, well-founded arguments with a view to further studies in French at NQF Level 9.
• Both communication and translation skills (both spoken and written) in modern French.

Rationale

This qualification is the first year of Postgraduate study in French language and literature after completion of a Bachelor Degree in French. It is designed to provide the opportunity for further intensive study in French, and training in concepts and research methods designed to equip the learner with the skills necessary, either for employment in educational and cultural fields, or for further study at Master and Doctoral levels in French or a related subject area.

French is an academic and broadly vocational discipline, which aims to equip learners to communicate effectively in French in a professional context. Learners are provided with the skills of understanding, speaking, reading and writing in French, as well as with an understanding of the socio-cultural realities of French-speaking countries. Learners are also provided with the skills required to analyse and synthesise information in French. Such education is crucial in the context of globalisation on this Continent where French is widely spoken. This qualification offers learners a particular vocational path and equips them to become active players in the fields of diplomacy, tourism, business, education and social development.

In the process of developing this qualification care has been taken to ensure that the design of the qualification makes provision for the depth of knowledge required in a qualification at NQF Level 9. Strict adherence to the guidelines of the Level Descriptors will ensure that the learner will be prepared to advance to a Master's Degree after successful completion of this Honours Degree.

Learners who want to enrol for the Bachelor of Arts Honours in French at NQF Level 8 should

• Demonstrate the information-gathering, analysis and presentation skills required for study at NQF Level 7.
• Demonstrate understanding of the French language and the ability to communicate accurately and comprehensively in the required medium of instruction on par with NQF Level 7.

Recognition of Prior Learning

All forms of relevant previous learning will be taken into consideration should a learner wish to enrol for this qualification. These include:

• Formal prior accredited learning at the Higher Education and Training level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for admission to the previous Degree (e.g. Bachelor of Arts), and, if appropriate, allow the Recognition of Prior Learning for the achievement of the qualification in part or completely.
• Non-formal and informal prior experiential learning for an may be considered for an applicant whose level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal qualification in question, but who can demonstrate in appropriate ways, through an assessment designed by the institution to which application is made, that she/he has acquired those skills and competencies. An applicant who, after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable modules prior to admission, or to parallel modules after admission.

Access to the Qualification

Be in possession of a relevant Bachelor Degree, with certain mastery of the French language equivalent to NQF Level 7.

This qualification comprises three compulsory modules, worth a total of 80 Credits, and two elective modules, worth a total of 48 Credits.

All the required modules are at NQF Level 8 and must be completed for the qualification to be awarded.

Minimum credits required for the qualification: 128.

Compulsory Modules

• Principles and practice of professional translation, 24 Credits.
• French literature (1): French and Francophone literary works in context, 24 Credits.
• Research methodology and mini-dissertation: Research on a chosen topic in French, 32 Credits.

Elective Modules - choose any two

• French literature (2): Study of a given era or genre of French Literature, 24 Credits.
• Semantics and interpreting, 24 Credits.
• Methodology and didactics of teaching French as a foreign language, 24 Credits.
• Introduction to French Linguistics, 24 Credits.

1. Integrated knowledge of and engagement in French studies is demonstrated and critical understanding and application of theories, research methodologies and techniques relevant to this field of study are applied.
2. Multiple sources of knowledge about French studies within the field of French literature and language are critically interrogated.
3. Knowledge about French studies within the field of French literature and language and the manner in which the knowledge was produced is critically evaluated and reviewed.
4. An accurate, coherent and appropriate written/verbal communication of innovative/new professional ideas and findings related to the field of French literature and linguistics is presented.
5. Selected texts, authors or phenomena in French studies from multiple scientific perspectives are contextualised and analysed.
6. The linguistic and literary phenomena of the culturally-diverse French-speaking populations of Africa and beyond are recognised and explained.
7. Problems in the field of French studies, individually or in groups, are identified and solved and the solutions offered are critically reflected upon.

Critical Cross-Field Outcomes

All the Critical Cross-Field Outcomes are addressed in this qualification.

The following Assessment Criteria may be applied in an integrated manner to any or all of the Exit level Outcomes

• The correct use of the terminology, concepts, principles and theories in written and/or oral communication reflects familiarity, knowledge and understanding.
• Analysis, evaluation and synthesis of recent and relevant research findings in the disciplines are evidenced.
• Solutions to well-structured and practical problems (both concrete and abstract) that are based on theory-driven arguments are proposed and effectively applied.
• Scholarly discourse and discipline-specific conventions are efficiently communicated.
• A critical appraisal of the relationship among concepts and principles of the disciplines is clearly represented.
• Competence with the basic and elementary modes of inquiry is reflected in a well-defined and coherent representation of identified problems.
• The selection and application of appropriate methods, techniques, tools and procedures relevant to the discipline are represented.
• Analysis of contemporary contexts and the ability to locate work in those contexts is reflected in explicit recognition of the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken.
• The provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems is demonstrated.
• Relevant role players and resources that will contribute to resolution of specific problems are clearly identified.
• All relevant factors pertaining to the context and people's performance(s) in these contexts and how they affect the particular work being undertaken are described.
• Critical factors impacting on practical problems to be investigated from the perspective of the discipline are identified.
• Interpretation of topical issues from different perspectives is based on results from analyses of relevant national contexts and research findings.
• Diverse theories are compared and explained.
• The boundaries and limitations of theory are evaluated and defined and the provisional nature of research findings is recognised.
• Ethical and responsible solutions for practical problems are proposed.
• Scholarly discourse and different modes of communication are effectively used.
• Competence in higher-order cognitive domains and/or meta-cognition is clearly communicated.
• Knowledge and comprehension of discipline-specific conventions and scholarly discourse are demonstrated through interpretation, explanation and argumentation.
• Accurate accounts of scholarly positions, viewpoints and solutions are given.
• Current perspectives and scholarly debates pertaining to the discipline are identified and compared.
• Critical appraisal of recent and relevant literature including both primary and secondary sources is reflected upon.
• An extended essay/design of a minor research project aimed at engaging with a well-defined issue within a particular discipline is written, based on the findings from the analysis and evaluation of relevant literature.
• An identified problem for research purposes is clearly stated and contextualised.
• The essential modes of inquiry relevant to the discipline/s in which the essay/project is developed are described.
• All procedures (e.g., research strategies, data collecting) are appropriately described in a coherent fashion required for undertaking the minor research project.
• Ethical accountability and cultural sensitivity pertaining to all related aspects (people, context) are reflected.

Integrated Assessment

The following forms of continuous formative and summative assessment are used to ensure integrated assessment of all Exit Level Outcomes:

• Reports, portfolios and written assignments.
• Practical evaluations.
• Written and practical examinations.

Learning and assessment is integrated throughout this qualification as is expected when active learning is at the foundation of the development of teaching and learning opportunities.

Continuous formative assessment is required to ensure that learners get feedback on their progress towards the achievement of specific learning outcomes.

Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the qualification. These assessments focus on the learners' ability to integrate the larger body of knowledge, necessary competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.

Assignments designed to meet the requirements of integrated assessment are such as to achieve

• An integration of the achievement of Exit-Level Outcomes in a way that demonstrates that the purpose of the qualification as a whole has been achieved, either in total or in the component parts of the programme of study.
• Evaluation of learner performance to demonstrate applied competence.
• Criterion-referenced assessment, which is clearly explained to and understood by the learner and which can be applied in the Recognition of Prior Learning.

It is essential that a wide range of knowledge, skills, competencies and attitudes be integrated using innovative methods - and in the assessment of outcomes due recognition should be given to criteria and methods of assessment that assess these appropriately and adequately.