Bachelor of Arts in Language and Literary Studies

Purpose

The purpose of this qualification is to provide learners with the knowledge and insight in the study of languages (linguistics and literature). Learners will also develop a variety of essential scholarly and intellectual competencies, and to develop an understanding of primary research methods used within one or more disciplines. Learners will thus be equipped with the ability to give an accurate account of scholarly positions and have the competence to express their own opinions clearly and coherently, both in written and oral communication. Lastly, learners will be well prepared for post learner study, as well as for a wide range of professions crucial to the welfare of society.

Rationale

With the design of the qualification and selected specialisation combinations of this Bachelor of Arts in Language and Literary Studies qualification, there was consideration for accessibility, employment possibilities. Also, there was provision for the labour needs of our country, especially in terms of opportunities for learners to articulate either horizontally into an initial professional teacher education qualification or vertically into a postgraduate teaching certificate.

Recognition of Prior Learning (RPL)

The University accepts the principle underlying outcomes-based, source-based- and life-long learning For the Recognition of Prior Learning, whether acquired by formal education curricula or informally (by experience). These types of learning are indispensable elements in deciding on admission to and awarding credits.

Formal prior learning

Prior accredited learning at the Further Education and Training or at Higher Education level in relevant domains which constitute credit-bearing modules is recognisable. The learner needs to produce evidence that shows that they have achieved at a satisfactory level, the Exit Level Outcomes and Associated Assessment Criteria specified for modules of this qualification and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full.

Non-formal and informal prior experiential learning

A learner who does not have a formal qualification or has a non-formal qualification may apply for RPL. There will be a consideration for those learners if they can demonstrate (through the production of substantial and satisfactory evidence) experiential, or work-based learning for admission or the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but needs further academic development, must be directed to other suitable qualifications before admission or to qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Bachelors studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to Bachelors studies.

Or

• Senior Certificate (SC), NQF Level 4, with endorsement.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 396 Credits.

1. Demonstrate a systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories typical of the field of Language and Literary studies.
2. Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
3. Demonstrate critical reflection on, and understanding and application of, appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within the related training.
4. Apply professional and ethical behaviour within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations.
5. Demonstrate the ability to effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as communication technology (ICT).
6. Manage effective functioning as a member and leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated assessment

The continuous formative assessment ensures feedback to learners on progress towards the achievement of specific learning outcomes. The summative evaluation focuses on the exit-level issues of the qualification. It includes integrated assessments, which assess the learners' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes, either as a whole or as components of the qualification. Integrated assignments focus on assessing whether the purpose is achievable. There is an integration of wide range of knowledge, skills, competencies and attitudes using innovative methods - and in the assessment of outcomes due to recognition should be given to criteria and methods of evaluation that assess these appropriately and adequately.