Master of Arts in Translation Studies and Linguistics

Purpose

The qualification will provide training in disciplines of translation, interpreting and linguistics specialisation as well as in research methodology to equip the learner with the skills necessary either for employment in the government or private sector in a variety of related fields or for further independent research in the same or a related subject area. The mini-research dissertation must reflect professionalism in research expertise and skill within Translation Studies and Linguistics.

Rationale

The qualification is structured to provide a deepening of the existing theoretical grounding that leaners already possess in semantics, pragmatics, language policy and planning. Specialisation in translating, interpreting, generative syntax and psycholinguistics are options available to learners. The qualification aligns well with the identified national priority of job creation and sustainable livelihoods. In particular, where improving the efficacy of national, provincial and local government structures are concerned it is important to render translating and interpreting services in the eleven national languages of the country, both with regional and national focus. As such, the qualification language focus is on the regional languages of the Limpopo province. Learners typically find employment in the government sector as translators and interpreters, as well as the private sector.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is guided by the institutional policy and is aligned to the objectives of the NQF. Entry into the qualification is possible via RPL as well as indicating advanced standing, provided that it is aligned to the institutional policy and that the learners is evaluated by a qualified RPL assessor in a manner that is free from any form of discrimination. RPL practices also include standard Credit Accumulation and Transfer (CAT) practices of equivalent modules that may have been achieved in the course of the learners' studies.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts Honours in Translation Studies, Level 8.

Or

• A relevant qualification at Level 8.

This qualification consists of the following compulsory and elective modules at NQF Level 9 totalling 200 Credits.

Compulsory Modules, 152 Credits

• Mini-Dissertation (Translation and Linguistics), 100 Credits.
• Semantics and Pragmatics, 24 Credits.
• Language Policy and Planning, 28 Credits.

Elective Modules, 48 Credits (Choose Two)

• Generative Syntax, 24 Credits.
• Advanced Psycholinguistics, 24 Credits.
• Advanced Translation, 24 Credits.
• Advanced Interpreting, 24 Credits.

1. Demonstrate specialist knowledge and be able to critique and evaluate current research or practices that are pertinent to the specialisation area.
2. Demonstrate a command of and the ability to design, select and apply appropriate and creative methods, techniques, processes or technologies to complex practical and theoretical problems in the specialisation area.
3. Solve problems in the field of chosen specialisation.
4. Access, manage and produce information ethically in the context of the specialisation practitioner's profession.
5. Understand and be sensitive to the contexts and systems of the profession.
6. Manage own learning and takes accountability for own work.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate familiarity with contemporary philosophical and theoretical issues in the field of specialisation.
• Debate complex issues orally and in writing.
• Display specialised knowledge in a critical and comparative manner, depending on the particular field of focus in the courses selected.

Associated Assessment Criteria for Exit Level Outcome 2

• The learner drafts a research proposal of acceptable standard in line with the faculty guidelines for the chosen specialisation.
• A research mini-dissertation of the required length and complexity is produced that demonstrates the application of the research design to the identified problem.

Associated Assessment Criteria for Exit Level Outcome 3

• The learner produces a research dissertation that reflects on current research, problem analysis and implementation of strategies to solve problems.
• Solutions to problems posed in the assessment of the structured part of the course are indicative of the student's mastery of the complexities that characterise the field of specialisation.

Associated Assessment Criteria for Exit Level Outcome 4

• The research dissertation contributes to the understanding, analysis and resolution of identified research areas in an ethically appropriate manner, aligned to the Faculty requirements for ethical knowledge production.

Associated Assessment Criteria for Exit Level Outcome 5

• Responses to assessment tasks in the structured part of the course, as well as the research mini-dissertation, are properly contextualised and rooted in the specialisation area.

Associated Assessment Criteria for Exit Level Outcome 6

• The learner applies him/herself to the researching and writing of the mini-dissertation in the prescribed time frame.
• Modular components of the course are completed with due observation of formative and summative assessment requirements.

Integrated Assessment.

Learning and assessment across exit level outcomes within the qualification should be integrated to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to learners and summative assessments which ensure a judgement of learning at exit level outcomes. Such assessments should assess the learner's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes, either as a whole or as components of the qualification. Furthermore, integrated knowledge will be evaluated within the form of a mini-dissertation.