Bachelor of Education Honours in Language Education

Purpose

The purpose of the Bachelor of Education Honours in Language Education is to prepare the learner for in-depth, research-based Postgraduate studies in language education by developing, consolidating and deepening his/her knowledge of the chosen field, as well as his/her research capacity in the methodologies and techniques in the attendant field of specialisation. A significant portion of this will be demonstrated through a high level of theoretical engagement with the relevant and most recent literature, and successful completion of a research report based on an intellectually independent and largely self-directed investigation of a chosen topic of interest.

Qualifying learners will be able to

• Demonstrate an understanding of the theoretical underpinnings of language education.
• Develop research capacity in the methodology and techniques of language education.
• Develop professional expertise in an aspect of the practices or study of language education.
• Develop a deeper understanding of some aspects of the professional practices, institutions and/or systems of language education.
• Promote progressive thinking in the field of language education by developing a cadre of language educators with a wider and deeper understanding of the transformation of language education.

Rationale

English and isiZulu Language Education are offered in many of the undergraduate qualifications in the B.Ed. qualification. Currently, there is no honours qualification in language education. Hence, learners who specialise in language education cannot pursue Postgraduate Degrees in the aforementioned field. This was the impetus for the creation of a new qualification entitled Honours in Language Education - BEd Hons (Language Education). The qualification includes core modules in language with the specialisation in English Language Education or isiZulu Language Education.

The BEd Hons (Language Education) will provide professional educators and leaders at a Postgraduate level with a clear understanding of theories and theoretical frameworks; content and methodology which underwrite current language education systems and practice. This qualification will deepen the expertise of educators; broaden the leadership base in the field of language education, training and development for the following cohort of learners.

• Bachelor of Education qualified learners (Educators, Heads of Departments, Principals, Deputy Principals and Curriculum Advisers).
• Qualified learners with a Post-Graduate Education Certificate (Educators, Heads of Departments, Principals Deputy Principals and Curriculum Advisers).
• Four-year teachers diploma plus Advanced Diploma (Educators, Heads of Departments, Principals Deputy Principals and Curriculum Advisers).

The Bed Hons (Language Education) is a Postgraduate qualification intended to accredit advanced and specialised academic, professional and occupational study of aspects of language education. It includes an introduction to independent research and prepares learners for further post-graduate studies. Given the different levels of preparation offered to educators, it could therefore serve as a conduit between pre-service professional education and advanced studies at the Master's level and beyond. Consequently, a primary function of this qualification is to ensure that educators have the competence required for independent research at higher levels.

It provides a substantive benefit to society in developing educators into researchers. As researchers these educators can make a difference in the realms of producing research that can impact on the current education offerings in language education; share their knowledge with colleagues to improve educational content and methodology in the language classroom.

Recognition of Prior Learning (RPL)

In the case where an applicant does not meet the minimum requirements for admission to the B. Ed Honours in Language Education, they must demonstrate competence in terms of prior learning: relevant learning through experience and research skills. Before the learner applies for RPL, he/she will be advised to do a self-assessment. He/she will do this by using the level descriptors for the qualification to establish the extent to which prior learning meets the requirements. The prospective learner must be able to interpret the SAQA level descriptors and transfer this interpretation into a practical situation. The learner's prior learning must be congruent with the academic context of the qualification he/she is considering and must be current, valid and applicable. This motivation will be submitted to the departmental selection panel which will make a preliminary assessment and the applicant will then fill the prescribed application RPL Form.

The prospective learner will then be required to write a competence test designed by the Department assessing whether his/her current competency level is at a similar level to that of a learner who has completed the prerequisite qualification traditionally. The assessment rubric and the marked test script will be handed to a competent moderator within the discipline of language studies.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor Degree in Language plus Postgraduate Certificate in Education, NQF Level 7.

Or

• Diploma in Language Practice plus Advanced Diploma in Education, NQF Level 7.

Or

• Professional Teachers qualifications plus Advanced Diploma in Education, NQF Level 7.

This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 102 Credits

• Research Methods in Education, 18 Credits.
• Research Project in Education, 30 Credits.
• Language and Discourse Analysis, 18 Credits.
• Language in Education, 18 Credits.
• Literature in Education, 18 Credits.

Elective Modules, Level 8, 18 Credits (Choose/Select one)

• English Language Education, 18 Credits.
• IsiZulu Language Education, 18 Credits.

1. Demonstrate deepened and consolidated expertise as well as a critical understanding of the field of language education.
2. Critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation.
3. Conduct and report on research under supervision.
4. Demonstrate the ability to function as academic leaders and experts in the field of language education, training, and development.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate familiarity with major lines of debate in the area of specialisation within the field of language education.
• Provide well-founded interpretations of literature in the area of study, and succinct and accurate syntheses of written material.
• Locate particular studies in a relevant and coherent theoretical framework.
• Appropriately use specialist and applied knowledge in an area of language education.
• Show sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
• Interpret knowledge as a source of meaning and as a guide to reflection, choice and action.
• Grasp the dialectical relationship between theoretical and practical knowledge.
• Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate a critical understanding of the principles and concepts underpinning the field of study, its boundaries and limitations.
• Show the ability to write with fluency in an academic mode.
• Analyse educational situations to identify problems.
• Assess the weight of various kinds of evidence for claims and theories in the field of language education.
• Justify conclusions and show with appropriate argument or evidence in theorising about language education.
• Identify and solve language education problems by using critical and creative thinking to arrive at responsible decisions.
• Display intellectual independence and analytical skill in the development of systematic arguments.
• Make sound theoretical judgements and evaluations based on evidence.

Associated Assessment Criteria for Exit Level Outcome 3

• Complete major assignments and/or project reports in a way that shows knowledge of different research approaches and methodology.
• Collect, analyse, organise and critically evaluated educational and related information is from primary and secondary sources.
• Use appropriate resources for academic work, including information and communications technology.
• Plan and conduct an elementary piece of research is by using basic research techniques.
• Accurately and reliably communicate research results by way of written reports and oral presentation.

Associated Assessment Criteria for Exit Level Outcome 4

• Interpret educational principles and concepts in a range of institutional contexts.
• Participate effectively in debates in the relevant area of science education, and interact productively within a learning or professional community.
• Stimulate and encourage others to become engaged in disciplined thinking about language education.
• Communicate effectively with academic and professional colleagues, and collaborate with others in addressing science education problems.
• Demonstrate an openness towards the views of others and a desire to initiate or facilitate discussion in a perceptive, sensitive and thought-provoking manner.
• Balance the rights and responsibilities, as well as constructive criticism and commitment to service in the wider interests of all those represented in the school or wider educational environment.

Integrated Assessment

Applied competence is the central purpose of the integrated assessment in the Honours qualification in Language Education. The foci would be on learners' abilities to apply their theoretical knowledge and understanding in solving educational problems, discussing educational issues and doing and using educational research in the area of Language Education.

Self- and formative assessment will take place in various ways in the face to face context, including through classroom activities, assignments, and written work. Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules of the qualification.