Bachelor of Education Honours in Language Education

Purpose

The purpose of the Bachelor of Education Honours (BEdHons) in Language Education is to enrich and deepen undergraduate training by developing research-based language teaching practice.

Upon qualifying the learner will be able to

• Develop integrated dictionary education programmes.
• Provides evidence of classroom assessments and research-based analysis of such assessments.
• A literature review in the emerging discipline of creative writing is critically conducted.
• Draw on the literature to explain and discuss certain core concepts and practices in education.
• Understand the key features of research.

Rationale

The qualification distinguishes itself from more general Honours qualifications in that it strengthens expertise in language teaching and learning in particular. The role of languages in education is crucial for the success of learners and the continued development of literacies from Foundation Phase onwards. It is crucial that teachers develop their understanding of language as a tool for empowerment and information processing, based on research-based language teaching practice, since this understanding underpins education at all levels.

As such this qualification serves to

• Develop and enhance leadership and mentorship in language education at postgraduate level.
• Address urgent need in developing literacy.
• Emphasise the role of language as a vehicle of cognitive development and academic advancement.
• Foster creative critical thinking and a sensitivity to language and cultural diversity.
• Address questions of language policy and multilingualism in local and global context.

Recognition of Prior Learning (RPL)

In tandem with the ARPL policy of the University the process for ARPL in the faculty is as follows

• Applications for ARPL are mainly considered at the post-graduate level.
• An applicant must apply for admission using "normal" application procedures and also apply for ARPL in writing to the relevant departmental chair.
• The departmental chair will discuss the merits of the application with lecturers where applicable, or with the programme coordinator, depending on the nature of the application. If no faculty decision is required, the departmental chair communicates with the applicant in this respect.
• If there is potential for success and a faculty decision is required, the application is referred by the relevant department. The process to be followed is communicated to the applicant. If the success of the application appears to be low, this is also communicated in writing to the applicant via the faculty's secretary.
• The ARPL committee might request additional information from and/or a personal interview with the applicant where applicable.
• The ARPL committee provides the applicant with guidelines to compile an ARPL portfolio if applicable.
• The ARPL committee considers and assesses the evidence, consults with staff or other stakeholders if needed and makes a recommendation in writing to the faculty committee. The relevant departmental chair and programme chair are informed about the recommendation.
• The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
• The applicant is informed of the decision of the Faculty Board via the faculty secretary.

Both the applicant and the department/programme committee are entitled to lodge an appeal to the chair of the ARPL committee should they consider the decision of the Faculty Board or the process unreasonable.

Entry Requirements

Learners may be admitted to the BedHons qualification if they have

• A relevant university Degree and a secondary education Diploma or Certificate (e.g. SED, HDE, PGCE, UED, LSED).

Or,

• A relevant university Degree and a primary education Diploma (e.g. PES, PGDE, HPED, etc.).

Or,

• A four-year integrated education Degree.

Or,

• In addition to the admission requirements presented learners seeking admission to specialisation in Language Education are required to have attained a high level of achievement in the language modules of their Undergraduate studies.

This qualification comprises compulsory and elective modules at NQF Level 8, totalling 120 Credits.

Compulsory Modules

• Educational research, 10 Credits.
• Language teaching research, 5 Credits.
• Knowing, Acting and Being: Framing the study of Education, 15 Credits.
• Research project in language education, 30 Credits.

Elective Modules

• Afrikaans Curriculum Studies, 15 Credits.
• English Curriculum Studies, 15 Credits.
• isiXhosa Curriculum Studies, 15 Credits.
• Specialisation in Language and literacy, 15 Credits.
• Language policy and multilingual education, 15 Credits.
• Literacy and Education Leadership (Foundation Phase), 15 Credits.
• Pedagogical Lexicography, 15 Credits.
• Teaching creative writing, 15 Credits.

1. Understand the key features of research.
2. Draw on the literature to explain and discuss certain core concepts and practices in education.

3 .A literature review in the emerging discipline of creative writing is critically conducted.

1. Provides evidence of classroom assessments and research-based analysis of such assessments.
2. Develop integrated dictionary education programmes.

Associated Assessment Criteria Exit Level Outcome 1

• The assumptions which underpin different research methods are critically analysed.
• Conceptual tools are used in critically reading research.
• What methodological coherence means is understood.
• Research methods are selected appropriately.
• The importance of multi-data production techniques is appreciated.
• The key elements involved in research design and data analysis are understood.
• Processes involved in legitimating knowledge are understood.
• Relationship between ethics and research is explained.
• Own questions for further investigation in the chosen area of research are outlined.
• The rationale for choosing the research questions is explained.

Associated Assessment Criteria Exit Level Outcome 2

• An understanding of language varieties is demonstrated.
• Contribution of folklore to literacy development is made.
• An art of writing in different contexts for different purposes is demonstrated.
• Genre-based writing within frames of pedagogical theories is demonstrated.
• Learning materials (texts and visuals/screen) are created, developed and reviewed.
• Deep and mature insight into cultural implications in South African mono- and multicultural contexts is demonstrated.

Associated Assessment Criteria Exit Level Outcome 3

• Theories of creativity and teaching creative writing are developed.
• Models of the creative writing process are constructed and evaluated and their impact on creative writing instruction design and assessment is explained.
• Practice-as-research (PaR) is conducted by actively participating in workshops, own creative writing process and product is produced and reflected upon.
• Creative writing lessons within the context of the existing school curriculum for languages are planned.

Associated Assessment Criteria Exit Level Outcome 4

• Context-sensitive and research-based approaches to the remediation of literacy learning are developed.
• Emergent and conventional literacy in the primary school is understood.
• Reading performance of young learners is examined and investigated.
• Procedures for developing, monitoring and evaluating a coherent research-based.
• Literacy instructional programme and assessment system that integrates the core elements of literacy are outlined.
• A critical stance towards the teaching and assessment of language and literacy is developed.

Associated Assessment Criteria Exit Level Outcome 5

• Lexicographical terms are explained.
• Dictionary typologies are distinguished.
• Dictionary structures and functions are understood.
• Pedagogocial dictionaries are analysed, compared and criticised.

Integrated Assessment

At least two opportunities of formative assessment in the form of an assignment, project or portfolio will be conducted for semester modules.

The qualification will assess applied competence through clearly stipulated assessment procedures and criteria according to institution's assessment policy. Various kinds of evidence of learning are therefore collected to monitor the learner's progress. Constructive feedback on the learning process and/or learning progress is provided to individual learners and/or groups of learners in oral and/or written format and clearly explained and justified.