Doctor of Communication in Language Practice

Purpose

The primary purpose of Doctor of Communication in Language Practice is to develop high-level research competence in learners so that they can make a significant and original academic contribution at the frontiers of their discipline or field, that is, Language Practice. Therefore, this qualification allows learners to hone their knowledge and skills regarding research in language issues, especially in solving language-related problems and coming up with appropriate recommendations. Also, the qualification allows potential learners to address pertinent challenges in language-related fields and deepen their knowledge, skills and understanding of Language Practice.

The emphasis is on self-directed reading and scientific enquiry. Learners are encouraged to give attention to the merging of international and local knowledge obtained from credible and recent sources. The curriculum requires learners to submit a full thesis. In this way, learners will show that they have acquired a requisite research skillset and knowledge.

Rationale

Language Practice is 'the practice of working with language'. Learners with a Language Practice qualification usually work in either translation, interpreting, text-editing, copywriting, language planning and language management, and are often fluent in at least two languages. South Africa has 11 official languages resulting in skilled Language Practitioners highly sought after in both private and public institutions. The government departments, private sector organisations, employ practitioners to work on a freelance basis. Intensive academic training is much needed for Language Practitioners, especially if they are to excel in their chosen career path, which is gaining in popularity and is becoming more lucrative than ever before.

There is a need in the market for well-trained Language Practitioners who have advanced research skills. The Pan South African Language Board (PanSALB) has identified the following areas that require development: Language in Education, translation and interpreting, lexicography, terminology, the development of literature in marginalised languages as well language rights and mediation. The Advisory Board of the Department of Communication Sciences supports research at an advanced level in the area of language.

In doctoral studies, learners are supposed to demonstrate competence in conducting as well as learning about research. Doctoral education is an individual experience; each person's route to the qualification is diverse, which considers a variety of factors. These include a frame of reference and experience before registering as a doctoral learner as well as the qualification that the learner has selected and enrolled for at an institution of higher learning.

All doctoral learners should be able to search for, discover, access, retrieve, interpret, analyse, evaluate, manage, and communicate a significant volume of knowledge. They should be able to plan, manage and deliver projects, selecting and justifying appropriate methodological processes while recognising, evaluating and minimising the risks involved and impact on the environment. They should exercise professional standards in research and research integrity, and engage in professional practice, including ethical, legal, and health and safety aspects, bringing enthusiasm and integrity to their work activities. Doctoral learners should be able to support, collaborate with and lead colleagues, using a range of teaching, communication and networking skills to influence practice and policy in diverse environments. They should be appreciative of the need to engage in research and be able to interact effectively with multicultural or diverse audiences.

Recognition of Prior Learning (RPL)

The institution's policy for RPL is intended to guide and regulate the process of identifying, assessing and recognising the skills and knowledge RPL learners gained from formal, non-formal and informal contexts. Therefore, the policy will provide an alternative access route into qualifications to learners who do not meet the formal entry requirement for admission at an institution. RPL application will be evaluated against the entry requirements of the qualification under consideration. Noteworthy is that full qualifications will not be awarded solely based on RPL.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Language Practice, NQF Level 9.
• Master of Arts in Communication, NQF Level 9.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 10 totalling 360 Credits.

Compulsory Modules, 360 Credits

• Research Dissertation, 360 Credits.

1. Integrate and contextualise comprehensive and systematic knowledge of one or more disciplines or fields, with depth, specialisation and up-to-date, benchmarked knowledge.
2. Understand the field/area of investigation and its knowledge.
3. Select and apply research methods effectively and undertake a research project in the area of language practice and communication or related fields.
4. Deal with complex problems using intellectual, research and technological resources and tools provided by discipline or profession.
5. Effectively retrieve and process information and engage critically with current research and scholarship in an area of specialisation.
6. Present and communicate academic or professional work efficiently, using the full resources of an academic discourse appropriately.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate the importance of the single major research project as the maximum output of a doctoral qualification with rigour and format of the final assessment process.
• Address the research question, and a critical evaluate the extent of a thesis.
• Assess and identify gaps in knowledge or skills informally through discussions with the supervisor.
• Submit a substantial original work for assessment.
• Respond to the academic argument as it arises.
• Defend research and demonstrate in-depth knowledge and understanding of the field of study, and originality of thought, in the existing body knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Reflect on the listed and cited literature of the literature survey and the exposition of the research and show familiarity of the relevant and recent trends in technologies, techniques, models and theories in the field of Language Practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse and explain models, principles, theories and methodologies in the chosen field correctly and the written record of research.
• Justify fully and correctly the use of the chosen research method in oral presentation and the written record of research.
• Identify and define the research problem in the research proposal depending on the research method.
• Deduce reflection of clear understanding of the relationship between facts in the study from the stated hypotheses, objectives or sub-problems which directs the logical investigation interpretation of data.
• Evaluate contradictory information.

Associated Assessment Criteria for Exit Level Outcome 4

• Use information sources correctly and appropriately.
• Apply a range of media information technology skills effectively.
• Apply the appropriate mathematical and statistical methods correctly in information searchers, data-analyses, data presentation and the production of the thesis where applicable.

Associated Assessment Criteria for Exit Level Outcome 5

• Use information sources correctly and appropriately and include a range of media Information technology skills effectively in information searchers, data-analyses, data presentation and the production of the thesis in mathematical and statistical methods where applicable.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply, validate and improve outcomes of the research.
• Ensure that the inferences, interpretations and conclusions from measurements and analyses are internally and externally valid language.
• Apply numerical skills effectively and correctly in communicating the research problem, its investigation, outcome and recommendations.

Integrated Assessment

The assessment panel for a doctorate qualification consists of external assessors/examiners, one of whom is preferably an international academic in good standing. In the case of a dissertation or treatise, the assessment report must qualify the assessor's opinion of the following educational outcome expectations: whether the dissertation or treatise proves that the learner is capable of conducting technological, scientific research, with evidence of the practical relevance of the finding(s); whether the dissertation or treatise is linguistically correct and technically sound and whether the dissertation or treatise makes an original scientific contribution to the overall body of knowledge in the chosen field of study. Also, a comprehensive list of literary sources, arranged according to the conventions of the research field in question, with all literary references within the text to correspond with those in the list of literary sources.