Bachelor of Education Honours in Language Education

Purpose

The Bachelor of Education Honours in Language Education is designed to prepare teachers for research-based studies. It is intended to consolidate and deepen the knowledge of teachers in Language Education as a part-discipline of education and to enable them to develop research capacity in the methodology and techniques. The qualification, therefore, focuses on a high level of theoretical engagement and intellectual independence which includes designing, executing and reporting research at NQF Level 8.

With the acquired skills, teachers will be able to participate in the design of qualifications and learning programmes aimed at developing learners' language ability by adding new knowledge to the existing field.

Rationale

The Bachelor of Education Honours in Language Education equips educators with knowledge and skills to teach and assess learners and conduct research in various schools and institutions. The inclusion of all eleven official languages into the curriculum of South African schools means that well-qualified and proficient teachers of African Languages are needed to promote learners' proficiency in the African languages. These teachers of African languages must not only be proficient themselves in the African Languages that they will teach, but must also be up-to-date with the latest methods and techniques in the teaching of those languages. This qualification, therefore, includes African Languages and the research may be done into the teaching of a specific African Language thereby contributing to the body of knowledge about the teaching and learning of African languages. This should result in more effective teaching and learning of African languages and assist learners to meet the demands associated with passing their Home Language.

This qualification, therefore, will give rise to experts in all African Languages who will also be engaged in research to contribute to the body of knowledge in their specific language(s).

Recognition of Prior Learning (RPL)

This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University RPL policy in general and the school RPL policy in particular, which clearly outlines the structure and processes that must be followed to RPL a student when the need arises. Appropriate assessment tasks and tools are designed to assess individual candidates against the module/course outcomes on a case by case basis, with detailed records maintained.

Entry Requirements

The minimum entry requirement for Bachelor of Education Honours (Language Education) is

• Bachelor of Education, Level 7 (Senior and/or Further Education Training Phase).

Or

• General Bachelor's Degree, Level 7 and a recognised professional Senior and/or Further Education Training phase teaching qualification in Language Education.

The qualification comprises compulsory modules and elective modules at NQF Level 8, totalling 128 Credits.

Compulsory Modules, 104 Credits

• Research Project in Language Education, 32 Credits.
• Research Approaches in Language Education, 24 Credits.
• Teaching, Learning and Assessment in Language Education, 24 Credits.
• Philosophy and Nature of Language Education, 24 Credits.

Elective Modules (Choose one), 24 Credit

• Contemporary Issues in African Language, 24 Credits.
• Contemporary Issues in English First Additional Language, 24 Credits.

1. Evaluate knowledge of educational matters and issues in Language Education.
2. Conduct an independent research inquiry in Language Education and report findings in academically appropriate ways.
3. Design and carry out assessment t strategies in line with current language acquisition theories.

Associated Assessment Criteria for Exit Level Outcome 1

• Language Educational situations are appropriately analysed to identify problems.
• Language Educational problems are solved by using critical and creative thinking to arrive at responsible decisions.
• Sound theoretical judgements and evaluations are made based on evidence.

Associated Assessment Criteria for Exit Level Outcome 2

• Basic research techniques are used to plan, and conduct a research topic.
• Language Education related information from primary and secondary sources is collected, analysed, organised and critically evaluated.
• Research results are accurately and reliably communicated by way of written reports and oral presentations.
• Knowledge of different research approaches in the field of Language Education is appropriately applied.

Associated Assessment Criteria Exit Level Outcome 3

• A variety of assessment methods is employed.
• The learner's ability and performance are evaluated and assessed and personal learning is reflected upon.
• Skills are assessed through practical tasks.
• Learning of individual children, groups and classes is prepared, planned, taught and assessed.
• Different forms of assessment are identified and applied.

Integrated Assessment

Learning and assessment will be integrated across Exit Level Outcomes within the qualification to ensure a well-structured cohesive qualification. Assessments will be based on formative assessments, which are in place to ensure continuous learning and feedback to candidates. Summative assessments will be used for assessing of the attainment of the Exit Level Outcomes.

Assessments should assess the candidate's 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.