Master of Arts in Teaching French as a Foreign Language

Purpose

The purpose of this qualification is to produce skilled French language experts in the country who will also assist in training educators, research, curriculum design and provide advice in promoting French as a foreign language in an African context. A qualified learner will be able to:

• Contribute to the curriculum design and management.
• Contribute to the knowledge and construction of the syllabus.
• Integrate ICT in teaching and learning activities.

Rationale

The Master of Arts in Teaching French as a Foreign Language qualification is designed to provide learners with knowledge, skills and expertise to teach French as a foreign language. Learners will be able to work as trainers of educators, researchers, curriculum designers, course directors and advisors in the promotion of learning French language within South Africa. This qualification will also be offered in a distance mode to allow learners from all parts of the country to enrol.

Recognition of Prior Learning (RPL)

The University's official Policy for the Assessment and Recognition of Prior Learning (RPL) will be rigorously followed. Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL provided a proper assessment of the prior learning has been conducted. The process will be implemented in strict adherence to the relevant University RPL Policy.

Entry Requirements

The minimum entry requirement for this qualification is either

• An Honours Degree at NQF Level 8 in Teaching French as a Foreign Language or equivalent.

This qualification consists of compulsory modules at NQF Level 9 totalling 192 Credits.

Modules

• Minor Dissertation, 96 Credits.
• French for Special Purposes, 24 Credits.
• The French Speaking World, 24 Credits.
• Training Conception and Management, 24 Credits.
• Language Teaching and Technologies, 24 Credits.

1. Contribute to the curriculum design and management in french teaching.
2. Contribute to the knowledge and construction of syllabus in french teaching.
3. Integrate ICT in teaching and learning activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Teaching material relevant to the working and studying contexts of a group of learners is collected.
• Group of potential French learners in the society are identified and their needs are analysed in terms of learning French.
• A training programme is developed using research methodology and procedures.
• The actual profile of the specific group of learners is identified.
• Problem solving is undertaken and the curriculum is developed with evaluations implemented in order to train teachers.
• Quality control procedures are implemented in order to assess curriculum developed.

Associated Assessment Criteria for Exit Level Outcome 2

• Language and learning needs of a specific group are analysed by conducting interviews.
• Research is undertaken.
• Higher level core modules and research projects are designed to train comparative, critical thinkers and contribute to shared knowledge construction in the African context.
• The syllabus is designed based on learning needs as well as several teaching activities and evaluations.

Associated Assessment Criteria for Exit Level Outcome 3

• ICT is utilised as a mode of instruction and engagement between academic staff and learners.
• Cross-cultural communication is ensured and enhanced through the use of ICT tools.

Integrated Assessment

Minimum standards of different modes of delivery of the qualification have appropriate policies and procedures for internal assessment; internal and external moderation; monitoring of learner progress; explicitness, validity and reliability of assessment practices; recording of assessment results; settling of disputes; the rigour and security of the assessment system; Recognition of Prior Learning (RPL); and for the development of staff competence in assessment.

Learners will prepare the self-assessed activities in their workbook based on their course reader. These activities will allow them to participate in tutorials on Vula with their tutor and fellow learners. Tutorials occur on a frequent basis (between 4 and 12 times per core module) and learners will receive feedback via the platform or email. Participation and performance during tutorials count for 20% of the course mark.

Learners receive evaluations via the platform after a series of activities and tutorials. Between 4 and 8 evaluations per module are given and these are weighted to constitute the remainder of the mark. The final evaluation for each core module is a project which incorporates all aspects covered. Participation and performance during tutorials will count for 20% of the course mark. Learners receive evaluations via the platform after a series of activities and tutorials. Between 4 and 8 evaluations per module are given and these are weighted to constitute the remainder of the mark. The final evaluation is a project and incorporates all aspects covered during the course. Detailed feedback is given to learners on all tutorials and evaluations for each module. There are no examinations. Evaluation is by means of continuous assessment.