Bachelor of Education Honours in Language Education

Purpose

The purpose of the Bachelor of Education Honours in Language Education (BEd Honours in Language Education) is to prepare learners for research-based postgraduate studies in Language Education. It is designed to consolidate and deepen a learner's knowledge and to develop research capacity in the methodology and techniques of the field. It is envisaged that this qualification would develop an innovative, socially responsible, reflective and reflexive researcher who is able to demonstrate a critical understanding of contemporary, historical and socio-political issues as well as scholarly research in Language Education. In addition, the learner will be equipped to read and write critically and to design and implement a research process relevant to the field of study. Hence, the Exit Level Outcomes and the associated assessment criteria are designed to prepare learners for a high level of theoretical engagement and intellectual independence to engage with the issues and challenges in Language Education.

Upon qualifying the learner will be able to

• Reflect critically on contemporary theories in Education in general, and in the field of Language Education, in particular.
• Engage in disciplinary discourses related to contextual issues in socially responsible ways.
• Identify and compare various research paradigms and methodologies.
• Conduct independent research/inquiry in Language Education culminating in a research thesis.

Rationale

The Bachelor of Education Honours in Language Education (BEd Honours in Language Education) intends to address the continuing professional development needs of teachers with a focus on researcher development in Language Education. Given the current issues in the South African educational environment, it has become increasingly important for teachers to critically engage with concerns related to education and to be equipped to develop "new" knowledge through research. Hence the development of teachers as researchers is imperative both in classrooms and across the broad educational landscape. Thus this qualification aims to encourage and support a vibrant research, scholarship and innovation culture by providing teachers with skills that strengthen their capacity to identify, conduct and develop research based solutions to the challenges experienced in Language Education in particular.

The BEd Honours in Language Education serves as the initial preparatory ground that will eventually support independent research by learners at a postgraduate level. "By virtue of their mandate as public entities, universities should serve as creative pathfinders in terms of the improvement of the overall quality of education. There is a need for universities to adopt and nurture teachers and schools located within their geographic regions to address inadequate learner performance," (Ramaila, cited by Moodley, 2014:3) In the BEd Honours Qualification in Language Education, this would be achieved through the development of research capacity through which new knowledge that is created from basic research. This would also contribute to national Research and Development needs, the provincial growth and development plan (PGDP) and the regional system of innovation (RIS) in the Eastern Cape.

Recognition of Prior Learning (RPL)

RPL will be applied in terms of the University's Policy on RPL which involves inter alia that a committee be set up to consider individual cases to evaluate the portfolios of evidence outlining the knowledge, competences and skills at NQF Level 8 in order for the learner to be granted credit in the Honours qualification. In addition, if learners have completed relevant module(s) at NQF Level 8, opportunities will be created to enable them to receive credits for these modules.

For admission to this qualification, the learners must one of the following

• Four Year Bachelor of Education Degree.

Or

• Three-year appropriate Bachelors Degree (e.g. BSc) plus an advanced Diploma in Teaching (or a recognised professional teaching qualification).

Or

• A former postgraduate professional teaching qualification (for example, PGCE).

Or

• A four year Higher Diploma in Education.

Or

• An Advanced Diploma in Education.

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

• Curriculum Studies, 12 Credits.
• Research in Education, 24 Credits.
• Meta Theories, 12 Credits.
• Home Language Teaching and Learning, 12 Credits.
• Teacher Identities in Educational Contexts, 12 Credits.
• Second and Foreign Language Teaching and Learning, 12 Credits.
• Research Project in Language Education, 36 Credits.

1. Reflect critically on contemporary theories in Education in general, and in the field of Language Education, in particular.
2. Engage in disciplinary discourses related to contextual issues in socially responsible ways.
3. Identify and compare various research paradigms and methodologies.
4. Conduct independent research/inquiry in Language Education culminating in a research thesis.

Associated Assessment Criteria for Exit Level Outcome 1

• Critical contemporary issues in Education and in Language Education are identified.
• Writing reflectively on contemporary issues in Language Education is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• Contextual issues through the medium of disciplinary discourse are explained.
• Socially responsible attitudes through the nature of their research projects and in their reflective writing are displayed.

Associated Assessment Criteria for Exit Level Outcome 3

• The characteristics of various approaches to research are identified.
• The various approaches to research are compared.
• The philosophical underpinnings of different research paradigms are described.
• The appropriateness of various research methodologies to particular research problems is assessed.

Associated Assessment Criteria for Exit Level Outcome 4

• Conduct research on critical contemporary issues in Language Education is conducted.
• Identify a research problem is identified.
• Consult appropriate literature is consulted.
• Select methodologies that are appropriate to addressing the research problem are selected.
• Undertake data collection and analysis is undertaken.
• Produce a written record of the findings of the research undertaken is produced.

Integrated Assessment

The qualification of both formative and summative assessments. A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop students' literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module. The approach employed for formative assessment will be developmental to enable students to engage with theoretical perspectives and understandings as well as master literacy and research skills. The formative assessments will build students' capacity to develop proficiencies in designing their research proposal, carrying out the research and writing up the thesis as well as an overall preparation for final exams.