Bachelor of Arts Honours in Linguistics

The purpose of the qualification is to consolidate and deepen the learner's expertise in various sub-disciplines of linguistics and to build a bridge between the undergraduate studies in linguistics and the more advanced research-oriented studies offered at the Master's level. Learners are introduced to the key debates and research questions in linguistics and develop their ability to conduct independent research.

Rationale

The qualification provides advanced training in key fields of linguistics, to extend knowledge into areas of local, national and regional concern in line with best practice when measured against global indices.

Indigenous Knowledge Systems (relating to linguistic competence in an African language) are incorporated into all modules. The qualification covers various sub-disciplines of linguistics and gives learners the option to specialise in an area of linguistics whose significance for applied fields such as lexicography and language documentation has grown significantly in the past decade. The qualification introduces learners to quantitative research methods to test linguistic hypotheses and is therefore useful not only for learners who specialise in Corpus Linguistics, but also for learners whose main interest is in other areas, such as theoretical syntax or psycholinguistics.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

A learner who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. 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 qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts, Level 7 or Bachelor of Social Science, Level 7 or equivalent.

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

Compulsory Modules, Level 8, 32 Credits

• Directed Study in Linguistics, 32 Credits.

Elective Modules, 96 Credits (Choose Three)

• Corpus Linguistics, 32 Credits.
• Syntactic Analysis, 32 Credits.
• Topics in Psycholinguistics, 32 Credits.
• Language Processing, 32 Credits.
• Language, Contact and Diversity, 32 Credits.

On completion of the qualification, learners are expected to

1. Demonstrate a comprehensive grasp of the specialist body of theoretical knowledge in different areas of linguistics, of the theories, research methods and techniques used in these fields, and their application in the critique of current research and the analysis of theoretical and practical language-related problems.
2. Apply a critical and evaluative approach to identify research problems and to compare competing theories about linguistic phenomena and problems.
3. Understand the complexities and uncertainties of selecting, applying or transferring existing theories or analyses to unfamiliar problems and new data, to identify and manage the ethical issues associated with research and knowledge production in linguistics, and to offer creative insights, rigorous interpretations and solutions to problems and issues in the field.
4. Apply learning strategies which effectively address own professional and ongoing learning needs and to take full responsibility for own work, decision-making and use of resources.

Integrated Assessment

For the assessment of these learning outcomes, learners have to write a research essay in each coursework module as well as an Honours dissertation. Continuous assessment in the coursework modules takes the form of homework assignments, the production of a research abstract/reading list (in preparation of their final essay) and a class presentation. Through these methods, a balance is achieved between assessing learners' theoretical knowledge, practical presentation skills and independent creative research abilities.

The core assessment component of each module is the final research essay or the Honours dissertation in which learners carry out a small-scale research project and critically discuss interpretations, applications and extensions of contemporary linguistic research.

Learners will also have to produce homework assignments, which are required to test whether they have acquired knowledge of core theories and concepts that are taught in class, and a class presentation, which will be used to assess the ability of learners to identify a specific topic, do a literature survey, describe and analyse linguistic data, and present the results effectively in the form of an oral academic presentation. The homework assignments will be discussed during seminars, where emphasis will be placed on core problems that emerge from the assignments. Learners will receive immediate feedback after their class presentations, from the lecturer and from the other learners in the class.