Bachelor of Arts Honours in Languages

Purpose

The purpose of the Bachelor of Arts Honours in Languages is to consolidate, deepen and intensify learners' theoretical and conceptual knowledge through their chosen language (Afrikaans, English or Setswana) in particular areas such as linguistics and/or literature. It also serves to provide learners with the methodologies and techniques which will prepare them for further independent research-based Postgraduate study in their respective areas of specialisation. The qualification supports the intended outcomes and enable qualifying learners to:

• Be critical and reflective practitioners and specialists in their respective areas of specialisation, addressing numerous complexities relating to languages in various professions (such as teaching, lecturing, editing, research, journalism, language practice, diplomatic service, government service, digital and paper-based media).
• Use sound theoretical and conceptual knowledge bases gained through their engagement with linguistic/literature disciplines and sub-disciplines.
• Analyse, interpret, review and critique linguistic and/or literary texts.
• Design and conduct research in their linguistic/literature areas of specialisation using the methods, methodologies and theoretical and conceptual frameworks of their disciplines.

The qualification has been developed for specialisation in either Afrikaans, English or Setswana.

Rationale

The Bachelor of Arts Honours in Languages has been developed for specialisation in either Afrikaans, English or Setswana. The language of specialisation will also be the language of instruction. Under each language of specialisation, learners may select particular areas in that language. These are: Applied Language and Linguistic Studies, Linguistics: Theory and Practice, Past and Present Themes in Literature, Contemporary Afrikaans Literature, Comparative Literature, Literary Theory, Textual Criticism, African/South African English Literature Studies, Setswana Literature Studies, Research Approaches and Methodologies. The qualification offers an opportunity for continuing academic development for language graduates, language teachers, language practitioners and language researchers, whilst simultaneously preparing learners for further research-based postgraduate study.

The qualification has therefore been designed especially for learners majoring in a specified language wishing to further their studies at a Postgraduate level, as well as for language teachers, language practitioners and language researchers already working in a language environment who wish to engage in further research after completion of this qualification. As such the qualification provides for the integration of theory and research approaches to allow learners to engage in praxis. A high level of theoretical engagement and intellectual independence is thus required from learners enrolling for this qualification.

Recognition of Prior Learning (RPL)

The formal Institution's Recognition of Prior Learning (RPL) policy will be applied in instances where applicants do not meet the minimum admission requirements for entry into the Bachelor of Arts Honours in Languages. As such the following stipulations apply:

• RPL can only be applied where applicable to a specific discipline or qualification offered at the institution. Learning from other qualifications will be treated under the credit accumulation and transfer policy and are subject to the admission and selection criteria for the specific qualification.
• RPL cannot be applied to more than 50% of a qualification. No credits are granted but access to a qualification may be granted.
• RPL will not be awarded for a whole qualification but will take into account the 50% rule.
• Appeals against RPL decisions will be made to the Registrar and responded to by the relevant Head of Department in writing. The Registrar will be the final arbiter in the decision making.
• All learners admitted via RPL must be flagged in the ITS system as such and a record of such admissions and the learners' progress thereof must be maintained and monitored.

Entry Requirements

The minimum entry requirements are

A cognate qualification at Level 7 with an average pass of at least 60% in a relevant language offered as a major subject.

This qualification consists of compulsory and elective modules at Level 8 totalling 128 Credits.

Compulsory Modules (56 Credits)

• Research Approaches and Methodologies, 24 Credits.
• Research Project, 32 Credits.

Learners need to choose one of the below specialisations.

Elective modules (Afrikaans Specialisation - choose 3 - 72 Credits)

• Applied Language and Linguistic Studies, 24 Credits.
• Linguistics: Theory and Practice, 24 Credits.
• Contemporary Afrikaans Literature, 24 Credits.
• Comparative Literature, 24 Credits.
• Literary Theory, 24 Credits.
• Textual Criticism, 24 Credits.

Elective modules (English Specialisation - choose 3 - 72 Credits)

• Applied Language and Linguistic Studies, 24 Credits.
• Linguistics: Theory and Practice, 24 Credits.
• African/South African Literature Studies, 24 Credits.
• Past and Present Themes in Literature, 24 Credits.
• Literary Theory, 24 Credits.
• Textual Criticism, 24 Credits.

Elective modules (Setswana Specialisation - choose 3 - 72 Credits)

• Applied Language and Linguistic Studies, 24 Credits.
• Linguistics: Theory and Practice, 24 Credits.
• Setswana Literature Studies, 24 Credits.
• Comparative Literature, 24 Credits.
• Literary Theory, 24 Credits.
• Textual Criticism, 24 Credits.

1. Demonstrate an ability to address numerous complexities relating to languages in various professions such as lecturing, editing, journalism, language practice, diplomatic service, digital and paper-based media.
2. Use sound theoretical and conceptual knowledge bases gained through their engagement with linguistic/literature disciplines and sub-disciplines.
3. Analyse, interpret, review and critique linguistic and/or literary texts.
4. Design and conduct research in linguistic/literature areas of specialisation using the methods, methodologies and theoretical and conceptual frameworks of their disciplines.

Associated Assessment Criteria for Exit Level Outcome 1

• Transfer expert knowledge gained to audiences at seminars, colloquia, undergraduate classes using PowerPoint presentations.
• Write reviews on literary and linguistic texts for digital as well as paper-based media.
• Edit numerous texts in terms of language usage, punctuation and style.
• Evaluate and critique modern scholarly/textual critical editions.

Associated Assessment Criteria for Exit Level Outcome 2

• Draw from disciplinary theories, concepts and terminologies in participating in ongoing discourses, debates and writing papers on disciplinary related topics in linguistics and/or literature.

Associated Assessment Criteria for Exit Level Outcome 3

• Organise and structure ideas, arguments and facts systematically, logically and coherently in analytical and critical reflective pieces, reviews and critiques about linguistic and/or literary texts.

Associated Assessment Criteria for Exit Level Outcome 4

• Incorporate information drawn from different linguistic and/or literary texts to construct meaning and develop ideas.
• Conduct self-driven, independent research on the nature, purpose and scope of the topic under investigation; related literature and relevant sources; identifying and stating a research problem, research questions, aims and objectives, designing a research project using relevant scientific methods and techniques.
• Analyse, interpret and synthesise research data and results/findings, attend to the technical, linguistic and stylistic aspects of a research report or scientific paper.

Integrated Assessment

Assessments and moderation in the qualification take place in accordance with Institutional policy on assessment. In terms of the institution's policy on assessment, assessments should be executed on a continuous basis and in an integrated manner and not be "mutually exclusive".

Assessment grading will also be criterion-referenced, meaning that learner performance will be assessed using predetermined criteria which are set in advance. Assessment activities will also be of such a nature that it is aligned with module outcomes and teaching strategies - the so-called notion of constructive alignment. Formative Assessments may include written or online tests and/or assignments, oral presentations, peer assessment exercises, self-assessment exercises, reflective exercises, group assignments, case studies and small scale reports. The submission of one final reflective portfolio or a research essay on a selected topic or one final exam may be used to assess learners summatively.

Formative and Summative Assessment

Formative Assessment consists of numerous continuous assessment activities while a final Summative Assessment activity, may be either the submission of a final reflective portfolio covering all the outcomes of the module or a formally written exam. Formative Assessment activities conducted on a continuous basis must be submitted on predetermined dates as indicated in the module guides. The submission of late assignments and supplementary assessment opportunities will be dealt with in accordance with the university's policy on assessment.