Postgraduate Diploma in English Language Teaching

The diploma aims to produce high-quality graduates who understand and can apply the relevant theoretical knowledge, skills, methods and techniques necessary to be effective teachers of English in multilingual classroom and in classrooms where English is taught as an additional language.

Learners should be in possession of any Bachelor's qualification. Learners who have majored in linguistics are not eligible to do the course.

Recognition of Prior Learning

Learners are granted credit for equivalent prior learning and experience as determined by the institution's rules governing the recognition of prior learning and experience.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Education in Intermediate Phase in Language, NQF Level 7.
• Bachelor of Education in Teaching and Training Studies, NQF Level 7.

1. On completion of the diploma, learners should 1. Have a focused, disciplinary knowledge of the field of English teaching and learning, which renders them suitable for employment.
2. Have critical, creative and analytical problem-solving skills relating to English teaching and be able to integrate experience and knowledge to form reasoned judgments.
3. Have the necessary competence and learning skills to progress to further Postgraduate courses in the field of applied linguistics at any comparable institution, both local and international.
4. Know how and where to access further relevant information.
5. Appreciate the richness of other languages and cultures.
6. Be well-rounded individuals who are confident, independent, resourceful and motivated, and able to use their knowledge and skills to benefit society and the economy through their productivity.
7. Have a capacity to understand, where appropriate, the moral, social, political or economic dimensions of studied material or situations, and for judging and appreciating values.
8. Be enriched and broadened in their general understanding but aware of the limits of their own knowledge in the field.
9. Understand the ever-expanding and ever-changing nature of knowledge and the concomitant need for life-long learning.

Associated Assessment Criteria for Exit Level Outcomes

At the end of the year learners should be able to demonstrate

• An understanding of the basic concepts, principles, theories and facts that are central to the range of topics which are the focus of the discipline. Learners will have a broad knowledge base, with depth in a selected range of areas.
• An ability to evaluate critically a range of alternative theoretical approaches.
• An ability to apply their theoretical knowledge to the multilingual classroom context in South Africa.
• An ability to find and utilise relevant and appropriate information from a range of different sources.
• An ability to collect linguistic data, analyse and interpret it.
• A thorough competence in the use of English, both in writing and orally, appropriate to the academic genre.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved

1. Assessment procedures adhere to institution's Assessment Policy.
2. Assessment entails three elements.

• Continual formal assessment both formative and summative.
• Continual informal assessment (formative).
• Formal end of course assessment (summative).

The course work on which continuous assessment is based includes work done individually and in groups, and may consist of combinations of tests, essays, practical reports and seminars.