Diploma in Language Practice and Media Studies

Purpose

The current purpose of the National Diploma in Language Practice is to develop graduates who can demonstrate focused knowledge and skills in a Language Practice industry. Typically they will have gained experience in applying such knowledge and skills in a workplace context such as newspaper houses, legislature and all industries that require specialist Language Practitioners. This qualification primarily has a vocational orientation, which includes professional, vocational, or industry specific knowledge that provides a sound understanding of general theoretical principles as well as a combination of general and specific procedures and their application. Specialisation of knowledge, together with practical skills and experience in the workplace, enables successful students to enter a number of career paths and to apply their learning to particular employment contexts from the outset. Diploma programmes typically include an appropriate Work-Integrated Learning (WIL) component as will be the case of the amended Language Practice and Media Studies course offered at the Central University of Technology, Free State.

Rationale

The aim of the revised qualification in National Diploma Language Practice and Media Studies is a language orientated qualification aimed at producing candidates who will have the competence to combine language theory and praxis effectively and independently to accommodate the pragmatic needs of language and communication clients in both African and international contexts. Furthermore a media component will be introduced to enhance students' knowledge, skills and attitudes. Holistically the qualification strives to equip students with both practical and theoretical knowledge to be competent Language Practitioners.

Recognition of Prior Learning (RPL)

In line with the Central University of Technology (CUT) RPL policy, this qualification may be achieved in part or RPL in whole through the recognition of prior learning, at the discretion of the institution (provider). A structured process for the assessment of individual learners will be followed against the exit level outcomes of the qualification on a case-by-case basis. Independent assessors will moderate this process and assessment of individual cases. It is the policy of CUT to facilitate access to public higher education, especially to persons who were previously disadvantaged in terms of access to public higher education, by recognizing prior earning achievements of individuals irrespective of how their learning achievements were acquired. In this commitment the CUT records that its policy aim is not intended to accredit but to give due recognition to prior learning achievements in determining access. It is the policy that aspirant students, who wishes to become students of the Learning Qualification through RPL, must present themselves together with credible evidence of learning achievements. It is also the aim to ensure that both the RPL process and outcomes, as an assessment procedure, be guided by the salient aspects of quality assurance a critical pre-requisite for maintaining acceptable procedures would be the following:

• Prior learning assessments can only be made against clearly formulated learning outcomes and modules prescribed by the curriculum for the Diploma: Tourism Management.
• RPL Application procedure: Prospective student completes the prescribed RPL form obtainable from Assessment and Graduation Services (AGS) of the CUT.
• The completed and signed form is submitted to the AGS.
• This form is channelled to the relevant Head of Department (HODs) office.
• The relevant HOD, as chairperson in conjunction with experts in the field for which recognition of prior learning is requested, assesses the application.
• They then make their findings on a fit for purpose special form signed by all members of the departmental RPL committee.
• The relevant HOD meets with the chairperson of the Faculty RPL Committee to peruse the completeness of documentation and recommendation from the Departmental RPL committee.
• When the chairperson is satisfied with the documentation, he/she signs the fit for purpose form.
• The signed recommendation is then presented to EXCO for discussion and approval which all members must sign.
• EXCOs decision is then sent to AGS for implementation.
• Implementation involves AGS sending a letter to the applicant.
• An applicant can appeal the EXCO decision.
• And A successful RPL applicant can now apply for the specific qualification for which RPL was sought and nothing else.

Entry Requirements

The minimum requirement for admission to a Diploma is

• A National Senior Certificate.

Or

• A Similar qualification.

This qualification comprises of compulsory and elective modules at Level 5 and 6 totalling 495 Credits.

Compulsory Modules, Level 5, 161 Credits

• Translation Practice I, 24 Credits.
• English I, 12 Credits.
• Intercultural Studies, 12 Credits.
• Media Studies I, 30 Credits.
• Language Dynamics I, 53 Credits.
• Numeracy, 6 Credits.
• Computer Usage I, 12 Credits.
• Success Skills (PIM), 0 Credits.
• Academic Literacy and Communication Studies, 12 Credits.

Compulsory Modules, Level 6, 334 Credits

• Video, 12 Credits.
• Media Studies II and III, 60 Credits.
• Intercultural Studies II, 12 Credits.
• Language Dynamics II and III, 106 Credits.
• Computer Usage II, 12 Credits.
• English II and III, 24 Credits.
• Translation Practice II and III, 48 Credits.
• Digital Literacy, 6 Credits.
• Work Integrated Learning, 30 Credits.
• Public Speaking, 24 Credits.

Elective Modules

• Afrikaans I, II and III, 36 Credits.
• SeTswana I, II and III, 36 Credits.
• French I, II and III, 36 Credits.
• SeSotho I, II and III, 36 Credits.
• IsiXhosa I, II and III, 36 Credits.
• German I, II and III, 36 Credits.
• Business Administration, 12 Credits.

1. Capability to perform communication functions effectively in at least two South African languages.
2. Capability to organise, manage and facilitate professional communication activities in the community and in industry.
3. Capability to conduct basic research in the field.
4. Capability to communicate in an advanced novice level in an additional African or foreign language.
5. Apply strategies in personnel management and business administration.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes.

• Demonstrate ability to translate and perform consecutive interpreting efficiently in both the primary languages at an advanced level.
• Advise professional clients on language use.
• Assist in devising and implementing language development programmes in organisations.
• Ability to assist with the planning and production of internal publications.
• Efficiently organise meetings, seminars, conferences, and training programmes.
• Ability to apply various current written and oral public and business communication formats effectively; Ability to market language services effectively.
• Ability to exploit various media technologies effectively to promote language products.
• Ability to apply basic research methods in the Humanities and Social Sciences.
• Ability to write intermediate-level research and other reports.
• Practical oral, aural, written and reading skills applicable to the field.

Integrated Assessment

The overall purpose of assessment during the first year includes but is not limited to the following: to assess competence in language usage and academic writing, computer usage, basic mathematical terminology, communication theories and practical application thereof, basic translation strategies, knowledge of culture and human behaviour, introductory principles of media ethics, normative media ethics and media literacy as well as ideology. The methods of assessment include summative, formative and continuous assessment. The overall purpose of assessment during the second year includes but is not limited to the following: to assess competence in language usage and academic writing, computer usage, basic mathematical terminology, communication theories and practical application thereof, basic translation strategies, knowledge of culture and human behaviour, introductory principles of media ethics, normative media ethics and media literacy as well as ideology. This is at a more advanced level than the first year. The methods of assessment include summative, formative and continuous assessment. The overall purpose of assessment during the third year includes but is not limited to the following: to assess competence in language usage and academic writing, computer usage, basic mathematical terminology, communication theories and practical application thereof, basic translation strategies, knowledge of culture and human behaviour, introductory principles of media ethics, normative media ethics and media literacy as well as ideology. The third year is at a more advanced level that the first or second year, but builds on the knowledge, skills and competencies obtained in the first and second year. At this level students should be in a position to create, evaluate, analyze, apply, understand and recall.