Bachelor of Arts Honours in Language Technology

Purpose

The primary purpose of this qualification is that

• Learners should possess skills, knowledge and values that would enable them to create, develop, manage and exploit language sources, to use language appropriately and to follow an occupation in language technology.
• Learners should understand the multilingual complexity of South Africa and be able to contribute towards the empowerment of the entire community by using language technology.
• Learners should remain aware of the necessity to ensure continued competence by staying abreast of the latest technology and techniques, and be able to remain involved as lifelong learners by means of established and well-developed learning skills.

By using their knowledge and understanding of applicable multi-disciplinary concepts, structures, models, theories, principles and research methods, learners should be able to contribute meaningfully to the management of information and information sources. Equipped with a thorough, practical knowledge of and insight into the field of Information Technology (IT), learners should be able to solve IT-related problems by also using approaches and techniques from other applicable disciplines.

Rationale

This qualification is the first year of Postgraduate study in Language Technology after completion of a Bachelors' Degree in Language Technology. It is designed to provide the opportunity for further intensive study in Language Technology and training in concepts and research methods designed to equip the learner with the skills necessary either for employment in educational and technological fields or for further study at Master's level in Language Technology or a related subject area.

Language Technology is an academic and broadly vocational discipline, which aims to equip learners to use Language Technology effectively in a professional context. Learners are provided with the skills of developing language technological solutions to language problems as well as with an understanding of the socio-cultural realities of Language Technology in the community. Learners are also provided with the skills required to analyse and synthesise information in Language Technology. Such education is crucial in the context of globalisation in this the world where Language Technology is increasingly used. This qualification offers learners a particular vocational path and equips them to become active players in the fields of language technology, computation, programming and education.

In the process of developing this qualification care has been taken that the design of the qualification makes provision for in-depth knowledge as required from an honours qualification. Strict adherence to the guidelines of the level descriptors will ensure that a learner will be prepared to advance to a Masters qualification after successful completion of this Honours Degree.

Recognition of Prior Learning (RPL)

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

A learner 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, may be considered for admission to this qualification. A learner who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning modules prior to admission, or to parallel modules after admission.

The general academic rules of the University state as follows regarding RPL

• For Access: establishment of a suitable level of study aimed at a qualification, for a learner who does not qualify for admission into that qualification via the ordinary admission requirements of an institution.
• For Advanced Standing: exemption from certain levels or modules of a course of study on the basis of the learner's experience/learning acquired prior to applying for RPL.
• For Credit: granting credit for a level or a module of a course of study on the basis of experience gained or learning acquired before applying for RPL.

Entry Requirements

Learners can gain access through the normal route, i.e. a three year Degree or an equivalent qualification with Language Technology as a major. All prospective learners are interviewed by the Chairperson of the subject group. Learners from foreign countries are requested to have their degrees validated by SAQA before admission.

This qualification consists of five compulsory modules at NQF Level 8 totalling 134 Credits.

• Research methodology and research paper, 38 Credits.
• Language Technology: Internship 1, 24 Credits.
• Language Technology: Internship 2, 24 Credits.
• Natural Language Processing: Advanced, 24 Credits.
• Capita Selecta, 24 Credits.

After completion of this qualification, the learner must demonstrate

1. Integrated knowledge of and engagement in Language Technology studies and critical understanding and application of theories, research methodologies and techniques relevant to this field of study.
2. The ability to critically interrogate multiple sources of knowledge about Language Technology studies within the field of Language Technology literature and language, and to critically evaluate and review that knowledge and the manner in which the knowledge was produced.
3. Understanding of the complex nature of knowledge transfer from Language Technology studies in an academic environment to a career in which higher order knowledge of Language Technology is required.
4. Accurate, coherent, appropriate and creative presentation and written/verbal communication of innovative and new professional ideas and findings related to the field of Language Technology literature and linguistics, adhering to the rules on copyright and plagiarism.
5. Self-regulated learning skills regarding the finding, evaluation, analysis and interpretation of available literary and linguistic resources relevant to Language Technology studies and thereby develop an understanding of the need for life-long learning in professional context.
6. The ability to contextualise and analyse selected texts, authors or phenomena in Language Technology studies from multiple scientific perspectives.
7. The ability to recognise, understand and communicate the linguistic and literary phenomena of the culturally-diverse Language Technology-speaking populations of Africa and beyond.
8. The ability to identify and solve problems in the field of Language Technology studies, individually or in groups, and critically reflect upon the solutions offered.

Assessors will know that the learner meets the requirements for the specific Exit-Level Outcome based on the following critical evidence:

• Reflected in the correct use of the terminology, concepts, principles and theories in written and/or oral communication.
• Represented in analysis, evaluation and synthesis of recent and relevant research findings in the disciplines included.
• Effectively applied to propose solutions to well-structured and practical problems based on theory-driven arguments.
• Communicated clearly using scholarly discourse and discipline-specific conventions efficiently.
• Is reflected in well-defined and coherent representation of identified problems.
• Is represented in the selection and application of appropriate methods, techniques, tools and procedures relevant to the discipline.
• Proposes possible solutions based on theory-driven arguments and using the relevant modes of inquiry consistently.
• Demonstrates scholarly and critical reasoning skills.
• Is reflected in explicit recognition of the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken.
• Is demonstrated through the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems.
• Clearly identifies relevant role players and resources that will contribute to resolution of specific problems.
• Describes all relevant factors pertaining to the context and people's performance(s) in these contexts and how they affect the particular work being undertaken.
• Identifies critical factors impacting on practical problems to be investigated from the perspective of the discipline.
• Is based on results from analyses of relevant national contexts and research findings.
• Is clearly described and explained making effective use of comparing diverse theories.
• Evaluates and defines the boundaries and limitations of theory and recognises the provisional nature of research findings.
• Involves ethical and responsible solutions for practical problems.
• Is clearly communicated using scholarly discourse and different modes of communication effectively.
• Communicate reflecting competence in higher-order cognitive domains and/or metacognition.
• Demonstrate knowledge and comprehension of discipline-specific conventions and scholarly discourse.
• Give an accurate account of scholarly positions, viewpoints and solutions.
• Identify and differentiate between current perspectives and scholarly debates pertaining to the discipline and in different relevant contexts.
• Reflect critical appraisal of recent and relevant literature including both primary and secondary sources.
• Is based on the findings from the analysis and evaluation of relevant literature.
• Clearly states and contextualises an identified problem for research purposes.
• Describes the essential modes of inquiry relevant to the discipline/s in which the essay/project is developed.
• Clearly describes all procedures (e.g., research strategies, data collecting, etc.) in coherent fashion and appropriately for undertaking the minor research project.
• Clearly describes the appropriate research strategies (such as analysis, interpretation, evaluation) in coherent fashion and appropriately for the writing of the essay.
• Reflects awareness of ethical accountability and cultural sensitivity pertaining to all related aspects (people, context, etc.).

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 qualification of study.
• Evaluation of learner performance to demonstrate applied competence.
• Criterion-referenced assessment, which is clearly explained to and understood by the learners and 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.