Master of Arts in Language Practice

Purpose

The primary purpose of the Master of Arts in Language Practice is to train and educate researchers who independently or collectively contribute to the upliftment of indigenous languages to South Africa through translation, interpreting and editing as a profession and add to the body of knowledge at an advanced level.

The qualification will increase the knowledge of research that will address many linguistic challenges the country is faced with. The qualification will afford learners an opportunity to have scientific knowledge that contributes to policy development, new theories and strengthening of language practice interventions.

The qualification will engage learners in capacity training to advance their skills in research, as a preparatory process for doctoral studies.

The learners enrolled for the qualification will develop analytical skills, writing skills, reporting skills, technical skills, and time-management skills which will increase employment opportunities.

Rationale

The linguistic demands call for the need for specialised knowledge and skills packaged within well-developed qualifications appropriate for the 4th Industrial Revolution. The qualification is designed to achieve the country's linguistic goals. The qualification is qualifications designed to offer postgraduate learners an opportunity to obtain the necessary linguistic skills and knowledge. The qualification will address the need for more postgraduate learners to conduct research on language matters, which is currently a challenge in South Africa. The qualification will increase the research output of the University. The qualification is educationally, socially and culturally relevant to the needs of learners with a BA in Language Practice, to obtain a postgraduate qualification.

The qualification will make a significant contribution to the realisation of the country's National Development Plan (NDP). Research and development activities will focus on the calibre of teaching that will improve the quality of higher education by producing adequate human capacity.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts Honours in IsiNdebele, NQF Level 8.

Or

• Bachelor of Arts Honours in Xitsonga, NQF Level 8.

Or

• Bachelor of Arts Honours in Tshivenda, NQF Level 8.

Or

• Bachelor of Arts Honours in Northern Sotho, NQF Level 8.

Or

• Bachelor of Arts Honours in Applied Linguistics at NQF Level 8.

Or

• Postgraduate Diploma in Language Practice, NQF Level 8.

Or

• Bachelor of Arts Honours in Language Practice, NQF Level 8.

Or

• A relevant qualification in the related field, NQF Level 8.

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

Compulsory Module, Level 9, 180 Credits

• Dissertation, 180 Credits.

1. Demonstrate practical competence and proficiency in language pairs.
2. Demonstrate foundational competence and knowledge of and a high level of aptitude insight into methodologies, analytical skills, techniques, the theoretical underpinning of language practice in the language pair.
3. Render productive practical language service in translation, interpreting, text-editing, copywriting, language planning and language management, and being fluent in at least two languages.
4. Undertake research in language practice at the most advanced academic level, with a clear demonstration of intellectual independence.
5. Promote the role of translation, interpreting and text editing, in promoting and developing African indigenous languages.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply writing and productive skills in translation, interpreting and text editing.
• Apply terminology and document management skills.
• Apply basic language, text, and discourse research skills.
• Establish a broad understanding of what constitutes legal, medical, and financial texts, and explore the purpose of such texts.
• Make autonomous ethical decisions that affect knowledge production, or complex organisational or professional issues.
• Critically contribute to the development of ethical standards in a language practice

Associated Assessment Criteria for Exit Level Outcome 2

• Apply a strategic and critical application of theories in language practice research initiatives with a view to practical, academic, and professional situations.
• Conduct research in the fields of language practice such as translation, interpreting, editing and language management, and language planning.
• Carry out translation research initiatives with written texts in various fields such as literary translation, news translation, subtitling, legal translation, to mention a few.
• Publish articles in accredited journals on a theme or research title in consultation with the supervisor/s and the academic head of the department.
• Undertake research at the most advanced academic level, which culminates in the submission, assessment and acceptance of a thesis.

Associated Assessment Criteria for Exit Level Outcome 3

• Access placement in television, radio, and even at Parliament as interpreters or translators, or starting their own translation and editing businesses.
• Carry out interpreting research initiatives in a variety of fields, ranging from courtrooms, police stations, conferences, to governmental institutions such as Parliament.
• Demonstrate an advanced level of research ability and make a meaningful and original academic contribution in the relevant area of language practice and applied linguistics in general.

Associated Assessment Criteria for Exit Level Outcome 4

• Produce clear and comprehensive national language plans involving translation and interpreting, and harmonise human, financial, and other resources for their development and advancement.
• Stand out in the competitive job market.

Associated Assessment Criteria for Exit Level Outcome 5

• Improve proofreading, reporting, and editing techniques of the official legislature and parliamentary records.
• Establish strategies to mitigate or overcome translation and interpreting challenges, more specifically by African language translators.
• Work out proofreading tools and styles employed in different text types.
• Harness the rapid development of science and technology in translation and interpreting for the development of African languages, and use them in a wide range of domains, particularly in education, legislature, technology, finance and legal space.

Integrated Assessment

Integrated Assessment at the level of the qualification provides an opportunity for learners to show that they can integrate concepts, ideas and actions across this qualification to achieve competence that is grounded and coherent with the purpose of this qualification. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes.

The assessment strategy for this qualification is underpinned by integrated assessment strategies which are reflective and continuous and include formative and summative assessment methods.

Formative assessment will be conducted through the following stages

• Writing of the research proposal.
• Submission of the research proposal.
• proposal defence at the Department level.
• Research proposal defence at the school level.
• Writing of the research report.

Summative assessment will be unfolded as follows

• The supervisor(s) and two external examiners will constitute a committee that will assess the dissertation.
• Assessment will be based on the completion of the dissertation.
• Each examiner shall comment on the written dissertation in writing and give a clear breakdown on how they arrived at the final grading of the dissertation.