Master of Arts in Language Practice

Purpose

The purpose of the Masters (MA) in Language Practice is to enable student's to develop independent learning, thinking, writing and research skills together with a comprehensive knowledge of the theory and practice of a field in language practice. The qualification aims to deliver students who are able to apply this knowledge and skills to a research problem in the field of language practice in the South African and/or global context, thereby contributing in both practical and theoretical ways to the critical discourse surrounding the role of language practitioners in the facilitation of communication and the development of multilingualism and literacy in their communities, the broader South African society, Africa and the world. The qualification (and curriculum) aims to develop scientific insight into and knowledge of the linguistics and literature of Afrikaans and Dutch.

On completion of this qualification, students should have developed the ability to

• Acquire scholarly and scientific factual knowledge, and insight into the connections between related matters by means of an interdisciplinary approach to academic disciplines.
• Identify and solve problems in a critical and creative manner.
• Acquire, control, apply, analyse, and integrate knowledge independently, as well as to evaluate it in a responsible and well-grounded manner.
• Be effective learners who understand the need for life-long learning.
• Describe, contextualize and analyse selected texts, authors or phenomena in the Afrikaans and Dutch literature from a literary historical perspective.
• Know and master the linguistic nature of Afrikaans.
• Know and master various literary and linguistic theories.
• Deal critically with the methodologies of various theories.
• Formulate a personal literary opinion based on subject-specific and theoretical knowledge.
• Articulate and communicate the value of language and literature within a vocational context.
• Recognise, understand and communicate the linguistic and literary phenomena of the culturally-diverse South African and world populations.

Rationale

This Masters of Arts Degree in Languages is intended to assist all relevant role players, such as potential employers, curriculum developers and providers of learning qualifications, all education and training bodies and relevant moderators as well as learners and their parents, to understand the notion of and criteria determining the level and the outcomes associated with a further degree in the arts and humanities. The term 'generic' is used to indicate that the basic minimum of the outcomes as well as their associated assessment criteria has been identified. In keeping with the points of departure of the generic degrees project, the standards have been developed abstractly. The standard is not bound by discipline-specific knowledge, but rather by consensus on the depth and complexity of learning and competencies to be acquired by learners in such qualification of study. This has the implication that a student could build a learning qualification at the appropriate level by using a wide variety of disciplines leading to the desired outcomes. In the construction of a specific study qualification provision should be made for depth and that the level descriptors should be kept in mind very closely so as to allow a student to proceed to more complex postgraduate work. This generic qualification standard proposes a minimum standard for the Masters of Arts Degree in languages consisting of at least 180 Credits within the 'general track' of the NQF.

This Honours Bachelor of Arts Degree in humanities and languages is intended to assist all relevant role players, such as potential employers, curriculum developers and providers of learning qualification, all education and training bodies and relevant moderators as well as learners and their parents, to understand the notion of and criteria determining the level and the outcomes associated with a further degree in the arts and humanities. The term 'generic' is used to indicate that the basic minimum of the outcomes as well as their associated assessment criteria has been identified. In keeping with the points of departure of the generic degrees project, the standards have been developed abstractly. The standard is not bound by disciplines specific knowledge, but rather by consensus on the depth and complexity of learning and competencies to be acquired by learners in such qualification of study. This has the implication that a student could build a learning qualification at the appropriate level by using a wide variety of disciplines leading to the desired outcomes. In the construction of a specific study qualification provision should be made for depth and that the level descriptors should be kept in mind very closely so as to allow a student to proceed to more complex post-graduate work. This generic qualification standard proposes a minimum standard for the Honours Bachelor of Arts Degree in languages and the Humanities consisting of at least 128 credits within the 'general track' of the NQF.

Recognition of Prior Learning (RPL)

Prior accredited learning of a learner at the Further Education and Training (FET) or Higher Education and Training (HET) level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for admission to qualifications of study leading to the relevant qualification, and, if appropriate, allow the Recognition of Prior Learning for the achievement of the qualification in part or in full. Access through RPL and/or credit exemption through RPL is to be determined and explained in the Prior accredited learning of a learner at the FET or HET level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the RPL learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for admission to qualifications of study leading to the relevant qualification, and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full. Access through RPL and/or credit exemption through RPL is to be determined and explained in the RPL policy documents of providers. Non-formal and informal prior experiential learning: An applicant whose level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal qualification in question, but who can demonstrate in appropriate ways, through an assessment designed by the institution to which application is made, that she/he has acquired those skills and competencies, may be considered for admission to a qualification of study leading to this qualification. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission, or to parallel qualifications after admission. RPL policy documents of providers. On-formal and informal prior experiential learning: An applicant who's level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal qualification in question, but who can demonstrate in appropriate ways, through an assessment designed by the institution to which application is made, that she/he has acquired those skills and competencies, may be considered for admission to a qualification of study leading to this qualification. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission, or to parallel qualifications after admission.

Entry Requirements

The minimum requirement for admission to the Master's Degree is

• Bachelor Honours Degree at Level 8 in the relevant field of study.

This qualification comprises a compulsory module at Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 180 Credits

• Dissertation, 180 Credits.

1. Demonstrate the ability to have the information-gathering, analysis and presentation skills required at exit Level 9 on the NQF.
2. Demonstrate the ability to be able to comprehend what they have learned and to communicate it reliably, accurately, and comprehensively in the required medium of instruction.
3. Demonstrate the ability to be able to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
4. Demonstrate the ability to be able to evaluate their own performance.

Association Assessment Criteria for Exit Level Outcome 1

• Demonstrate information-gathering, analysis and presentation skills required at exit Level 8 on the NQF.

Association Assessment Criteria for Exit Level Outcome 2

• Comprehend what they have learned and to communicate it reliably accurately, and comprehensively in the required medium of instruction.

Association Assessment Criteria for Exit Level Outcome 3

• Take responsibility for own learning and its progress within a well-structured and managed learning environment.

Association Assessment Criteria for Exit Level Outcome 4

• Evaluate own performance.

Integrated Assessment

Examination is in the form of a dissertation, which the supervisor continuously assesses while the dissertation is being written. Examination of the final dissertation is done by at least two examiners, depending on the number of (co-/assistant) supervisors, of which one must be external (from another research institution or from industry), all experts in the field of the dissertation. A supervisor may not fulfil the function of examiner. External examiners are appointed through the postgraduate faculty board. The examiners' reports are reviewed by the faculty examination committee who make the final decision concerning the awarding of the degree, based on recommendations from the examiners' reports.