Master of Language Practice

Purpose

The purpose of the Master of Language Practice is to equip learners with the knowledge and skills to critically engage with complex issues impacting the sustainability of South African linguistics. The qualification provides a platform for advanced research across diverse fields, including language policy and planning, sociolinguistics, dialectology, onomastics, literature, and language in education, thereby fostering both scholarly and practical contributions to the discipline. The qualification aspires to retain the essential practical aspirations of the former MTech. (Language Practice), about industry (language teaching; translation; language and the media; language editing and copyrighting; language policy and planning; language rights; etc.), but with a broader and more pertinent theoretical orientation, which is required for a more well-rounded university education. The qualification aligns with the university's vision and mission to prepare for modern South African society, producing professionals with the necessary educational background and practical skills to make meaningful contributions to the country's socioeconomic growth and to address the current shortage of qualified and capable professionals in the field of language (and its applications).

Typical learners include those with a Postgraduate Diploma in Language Practice, as well as those who hold an Honours qualification in fields such as Translation Studies, African Languages, Language Education, Literature, and related disciplines. In addition, candidates who demonstrate the required competencies through Recognition of Prior Learning (RPL) also form part of the intended group. This aligns with the qualification's focus on advancing expertise in language practice and related areas.

Qualifying learners of the qualification are expected to actively contribute to national discourse on the role of African languages within the political economy. They should demonstrate advanced competence in their chosen area of research, which may include language policy and planning, sociolinguistics, psycholinguistics, dialectology, language education, literature, translation studies, and language and law, among others.

This qualification is based strictly on research, which will be presented in a dissertation of 10,000-12,000 words. A good pass in this qualification should qualify the learner for admission onto a doctoral qualification in a similar discipline. On the successful completion of this qualification, qualifying learners will be able to, engage in a specific and specialized enquiry on a research phenomenon in their environment, with a view to understanding it better, and/or gathering more data on its aspects and ramifications; become familiar with research approaches, methods, instruments, and ethics for data/corpus collection and analysis/interpretation; undertake autonomous research, albeit under the guidance of a supervisor with the requisite experience in research; more proficient in specialised reading, writing and critical thinking skills associated with functional literacy in this discipline and participate in the national discourse, as far as possible.

Rationale

Given the considerable multilingual resources of South Africa, and the importance of language and its use therein, especially for professional purposes, it is imperative that we develop specialised human resources to cope with needs and wants in these areas nationally. Some of the more specific areas of need include translation and interpreting; editing and copyrighting; advertising and branding; broadcasting and mass media; voice recognition systems and forensic linguistics; language education; second language teaching; language policy and planning; language attitudes and identities; onomastics; and academic research, among others.

The qualification is expected to cater to B.Tech. or Honours qualification-equivalent learners, with professional inclinations similar to those indicated above, and who come from a study background in languages, linguistics, applied linguistics, education, communication, literature, or a related discipline. This qualification should ensure access to doctoral qualifications in this or a related discipline.

Previous post-institution's reports on our learners' employability indicate that they are relatively easily absorbed into the job market. Current postgraduate learner enrolment trends in the Department also indicate an upward trend, with a more recent annual increase of 78% (and counting).

This will be one of the few qualifications in the region with the same level of practical, applied, and career-oriented focus. The advantage of our qualification is the wide spectrum of South African indigenous languages we can cater to, in terms of supervisory capacity. Many of our past qualifying learners are currently gainfully employed in broadcasting, the print media, advertising, translation and interpreting bureaux, the National Assembly, in language teaching and academics, thereby contributing to alleviating the dearth in human capital in these specialised professions, and national socio-economic development.

Recognition of Prior Learning

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 from 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.

Entry Requirements

The minimum entry requirement for this qualification is

• Postgraduate Diploma in Language Practice, NQF Level 8.

Or

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

This qualification comprises a compulsory module at National Qualifications Framework Level 9, totalling 180 credits.

Compulsory Modules, NQF Level 9, 180 Credits.

• Dissertation: Language Practice, NQF Level 9, 180 Credits.

1. Demonstrate specialised and systematic knowledge of language policy and practice in a South African context, translation, interpreting, editing, terminology development, lexicography, sociolinguistics, psycholinguistics, forensic linguistics, and related fields, critically engaging with current theories, methodologies, and debates that are at the forefront of the discourse within the linguistic discipline.
2. Conduct independent research or advanced applied projects in language practice-related fields, using appropriate methodologies, analytical frameworks, and critical inquiry, culminating in a research dissertation or equivalent output.
3. Identify, analyse, and address complex language-related problems in professional, social, and academic contexts, applying innovative strategies that contribute to knowledge production and professional practice.
4. Apply ethical reasoning, scholarly integrity, and professional standards in translation, interpreting, editing, proofreading, terminology development, lexicography, and other language services, demonstrating accountability and responsibility within diverse linguistic, cultural, and institutional contexts.
5. Present and communicate research findings, theoretical insights, and professional outputs effectively to diverse audiences, using discipline-specific conventions, formats, and human language technologies at an advanced academic and professional level.
6. Integrate theoretical knowledge and practical skills in language practice and other related fields to contribute to multidisciplinary projects, national development priorities, and international scholarly and professional debates, such as language and law, language and culture, language and justice, language and statistics, as well as language and economy.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and synthesise advanced theories and methodologies across subfields such as translation studies, sociolinguistics, language policy and planning, psycholinguistics, forensic linguistics, computational linguistics, grammar, lexicography, and terminology development.
• Apply appropriate linguistic frameworks and models (e.g., cognitive linguistics, systemic functional linguistics, or equivalence theories in translation) to critique and explain complex linguistic, cultural, and communicative phenomena.
• Generate original insights by integrating interdisciplinary perspectives, using evidence-based reasoning to advance understanding and propose solutions to challenges in multilingual, cognitive, and socio-cultural contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify, analyse, and interrogate complex language-related problems in academic and professional contexts, demonstrating the capacity to frame these challenges within appropriate theoretical and applied paradigms

.> Evaluate and synthesise evidence-informed strategies to address issues such as legal miscommunication, terminology harmonisation in science and technology, and language barriers in healthcare.

• Design and develop innovative, contextually responsive solutions, including translation technologies, multilingual glossaries, and literacy interventions that promote equitable communication and access.
• Formulate and justify pragmatic recommendations that advance scholarly inquiry and contribute to societal development, while ensuring alignment with ethical, cultural, and disciplinary standards.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply and uphold ethical standards and professional codes of conduct in translation, interpreting, editing, and related domains, demonstrating accountability in decision-making.
• Demonstrate integrity in academic and professional practice by avoiding plagiarism, maintaining confidentiality in sensitive contexts such as forensic linguistics, and respecting cultural diversity and sensitivities in translation.
• Evaluate and justify professional decisions with reference to principles of scholarly integrity, ethical reasoning, and disciplinary standards in language practice.
• Assess and articulate the broader cultural, institutional, and social impacts of language-related work, including the contribution of language policy and planning to nation-building, social cohesion, and transformation.

Associated Assessment Criteria for Exit Level Outcome 5

• Present and communicate complex ideas and research findings persuasively to diverse audiences, adapting style, register, and mode of delivery to suit academic, professional, or community contexts.
• Demonstrate mastery of academic and professional conventions, including accurate referencing (e.g., APA/Harvard), coherent argumentation, and precise use of field-specific terminology such as in lexicography, sociolinguistics, or translation studies.
• Integrate advanced digital and technological tools such as corpus analysis software, audiovisual translation platforms, or online collaboration systems into the design and dissemination of scholarly and professional outputs.
• Produce and disseminate multimodal outputs (e.g., conference presentations, policy briefs, or community-focused resources) that reflect scholarly rigour, professional relevance, and social responsiveness.

Associated Assessment Criteria for Exit Level Outcome 6

• Synthesise and apply advanced theoretical frameworks (e.g., sociolinguistics, computational linguistics, translation studies) to diverse professional, educational, and policy contexts.
• Demonstrate the transfer of specialised knowledge across disciplines, for example, applying linguistic research to domains such as law, education, healthcare, or technology.
• Design and evaluate interventions (e.g., multilingual education strategies, digital inclusion initiatives, African language development projects) that address national, regional, or global priorities.
• Reflect on the interplay between theory and practice, producing innovative, contextually responsive solutions that advance both scholarly inquiry and professional application.

Integrated Assessment

A combination of integrated assessment strategies, which will combine both formative and summative assessment and evaluation, will be used to ensure that the purpose of the qualification is achieved. Although the qualification has several other partial requirements for the qualification to be awarded (colloquium; submission of at least one article to an accredited journal), the principal object of assessment is the written dissertation of 10,000-12,000 words, which could also be the subject of an oral defence. The dissertation would ordinarily be assessed by the supervisor, another internal assessor in the relevant discipline, and an External Assessor.

Formative Assessment

Formative assessment techniques such as written reports, preparation of articles for submission to journals, presentation of posters, and oral presentations are designed to develop towards success in the final summative assessment of a dissertation. The qualification is awarded to the candidate, providing assessed evidence that the stated competence of the qualification, as detailed in the exit level outcomes, has been achieved.

Summative Assessment

The summative final assessment of the dissertation is a measure of the extent to which a learner has integrated knowledge, skills, and personal development in conducting research in the field of translation studies, sociolinguistics, language planning and policy, terminology development, lexicography, sociolinguistics, psycholinguistics, forensic linguistics, etc. The production of a comprehensive report in the form of a dissertation encompasses relevant, well founded and formulated research problem or hypothesis, background and critical literature review, appropriate choice and description of materials and methods, the generation of data and the analysis and interpretation of this data by applying current technology and skills in the field of computational linguistics, natural language processing, and other human language technologies , and finally the integration of the research results into a logically developed justifiable conclusion to answer the research problem.