Postgraduate Diploma in Language Practice

Purpose

The main purpose of a Postgraduate Diploma in Language Practice is multi and interdisciplinary in nature and assists to deepen a learner's existing knowledge in the disciplines of Language, Translation and Communication. The qualification strives towards providing language specialists with an opportunity to reflect, research and engage in language related debates and technologies in a specialist field. This qualification will prepare learners for entry into Master's qualifications, that is, structured or dissertation through deepening their knowledge and understanding of theories, methodologies and practices in language specific disciplines.

The primary purpose of the qualification serves to enhance the skills of language specialists. It is a means for further professional development, and will broaden the learners' existing knowledge of prevalent language in South Africa and abroad.

Rationale

The rationale for the qualification is to produce learners who are skilled in language, translation, lexicography, terminology and will therefore be able to contribute meaningfully to the development of languages in South Africa. Skills development is not just about training people for employment; it must also empower people to create opportunities to make a living for themselves (NSDS III, 2013:19). There is a need in the market for well-trained Language Practitioners. The qualification is designed to deepen the learner's knowledge, skills and understanding about Language Practice.

The growth of the African economy and the increasing collaboration and cooperation between countries on the continent has increased the demand for professional Language Practitioners. Globalisation has also meant that the market for Language Practitioners who are adept at translating, editing and proofreading services is among the fastest growing in the world. South Africa's progressive language policy along with recent legislation requiring language specialists to have recognised qualifications have contributed towards making these professions an excellent career choice for those with a command of South African indigenous languages.

Language Practice is regarded as being 'the practice of working with language'. Learners with a Language Practice qualification will work in either translation, interpreting, text-editing, copywriting, language planning and language management, and are often fluent in at least two languages. In South Africa there are 11 official languages resulting in language practitioners being highly sought after in both private and public institutions. Language Practitioners are often employed by government departments, private sector organisations or they work on a freelance basis. Learners will be able to find employment at the South African Broadcasting Corporation (SABC), Free State Legislature as well as at other government institutions. Academic training which is intensive is much needed for Language Practitioners, especially if they are to excel in their chosen career path, which is gaining in popularity and is becoming more lucrative than ever before. In the Organisation for Economic Co-operation and Development (OECD) Reviews of Vocational Education and Training Report (2014:58) it is stated that the South African economy needs more artisans and technical skills: "The Accelerated and Shared Growth Initiative for South Africa has identified skilled artisans and vocational skills as critical for sustained growth of the economy".

The Postgraduate Diploma in Language Practice will strike a balance between a knowledge-based learner society and a work-based industry addressing the skills mismatch. Highly competent and skilled Language Practitioners are needed for the effective functioning of the national and provincial industry and economy in South Africa. These specialised practitioners are also required for education and training purposes as well as the development and upliftment of all sections of society. PanSALB or the Pan South African Language Board was established by parliament (Act 59 of 1995), to: develop the 11 official languages and promote multilingualism in South Africa, the constitution also makes reference to the establishment of PanSALB Act mandates that it initiates studies and research aimed at promoting and creating conditions for the development of all 11 official languages. In addition, the Pan South African Language Board (PanSALB) approaches its language development strategies through the following focus areas:

• Status Language Planning.
• Language in Education.
• Translation and Interpreting.
• Lexicography, Terminology and Place names.
• Development of Literature and Previously Marginalised Languages, and
• Language Rights and Mediation.

This qualification also promotes mobility and articulation through a system of credits. The qualification has made provision for learners who have similar or comparable qualifications, especially those learners wishing to pursue further studies and research in a language related field.

Recognition of Prior Learning (RPL)

In line with the institution's policy on Recognition of Prior Learning (RPL) provision is already made for admission to non-traditional learners.

Subject to institutional policies, other language related qualifications may be considered for credits where those credits reflect cognate fields of learning. A faculty Recognition of Prior Learning (RPL) committee is constituted under the Faculty Board to evaluate each case individually and on its own merits.

The procedure for RPL is as follows: Learners must submit their RPL applications to the Centre for Assessment and Graduation. The candidate is required to complete an RPL application form. Upon submission, it should be accompanied with certified copies of all previous qualifications and a comprehensive Portfolio of Evidence (POE). The completed documents will be submitted to the Faculty of Humanities RPL committee for assessment. The Portfolio of Evidence (POE) is evaluated against the relevant outcomes before approval or disapproval.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Language Practice/Communication, NQF Level 7.
• Bachelor of Art in Language Practice, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework (NQF) Level 8 totalling 120. Credits.

Compulsory Modules, Level 8 totalling 96 Credits

• Advanced Language and Translation Studies V, 24 Credits.
• Research Methods in Language and Communication II, 24 Credits.
• Creative Writing II, 24 Credits.
• Communication and Media I, 24 Credits.

Elective Modules, Level 24 Credits (Choose one)

• Afrikaans V, 24 Credits.
• Sesotho V, 24 Credits.
• IsiXhosa V, 24 Credits.
• Setswana V, 24 Credits.
• French V, 24 Credits.
• German V, 24 Credits.
• English V, 24 Credits.

1. Review, analyse, consolidate and synthesise knowledge to develop an astute understanding of Language Practice and provide solutions to complex problems related to the construction and interpretation of writing related texts, and to think critically to generate and evaluate complex ideas about one's writing and the writing of peers.
2. Apply specialised technical and creative skills to generate specific texts using Terminology and Terminography principles and practice in a South African context.
3. Demonstrate application of knowledge and skills by applying core methodological and analytical skills related to research in language, communication and translation.
4. Demonstrate communication skills to show an understanding of the theoretical concepts related to writing and criticism needed to transfer complex knowledge and ideas to a variety of audiences of creative works.
5. Demonstrate responsibility and accountability for writing -related personal outputs and aspects of working and communicating effectively with others within broad parameters.
6. Critique how technology impacts use of language in an academic as well as an organisational context.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge of language as an academic discipline.
• Demonstrate knowledge of language theories and language acquisition.
• Identify strategies to edit effectively.
• Display knowledge and skills in drafting of language plans and promoting language services.
• Demonstrate accuracy in language editing and interpreting.
• Evaluate various language-related computer applications effectively.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate transfer of meaning from one language to another in professional, community and technical contexts effectively and accurately.
• Demonstrate knowledge of lexicography and terminology.
• Differentiate between knowledge of theories, principles and methodologies related to lexicography, lexicology, terminology and terminography.
• Demonstrate knowledge of development of spelling and orthography of South African languages.
• Demonstrate knowledge of using digital data in terminology while taking into account copyright and intellectual property.

Associated Assessment Criteria for Exit Level Outcome 3

• Use appropriate scientific research methodologies to solve complex and abstract problems.
• Demonstrate skill to critically analyse and differentiate between different types of research, research paradigms, philosophies, ontology and epistemologies.
• Demonstrate knowledge of how to conduct literature reviews.
• Differentiate between different research designs.
• Apply various methods of reliability and validity in quantitative and qualitative research.
• Apply triangulation in research.
• Draft a research proposal by applying a specific research paradigm, strategy, methodology and sampling methods.

Associated Assessment Criteria for Exit Level Outcome 4

• Write for a variety of purposes including to reflect, clarify, and explore ideas and express understanding.
• Apply various styles and registers to a variety of situations successfully and appropriately.
• Explore connections between language use, theme and meaning.
• Write from different points of view and distinguish distinct voice appropriate to form.
• Use literary devices for effect and purpose.
• Write for an academic audience.
• Illustrate visual text by creating a visual representation.
• Analyse emotions evoked by different texts.
• Demonstrate knowledge of the role technology plays in the writing process.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate an understanding of what is meant by communication and communication theory.
• Identify key elements that facilitate effective cross cultural communication.
• Define and understand culture and the influence it has on communication in the workplace.
• Demonstrate knowledge of how to improve interpersonal communication in the workplace.
• Understand communication as a process.
• Identify communication barriers.

Associated Assessment Criteria for Exit Level Outcome 6

• Identify influences of technology in language usage.
• Differentiate between different social media platforms.
• Identify whether social media platforms influence writing ability positively or negatively.
• Demonstrate the best method of communication for a specific purpose.
• Analyse machine-readable texts.
• Understand and describe technology.
• Give an overview of the history of language.

Integrated Assessment

Integrated assessment methods are used which permits the learner to demonstrate a deep and systematic understanding of current thinking, practice, theory and methodology in Language Practice. As such, a range of formative and summative assessment methods is used which permits learners to demonstrate competence in their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques.

Furthermore, the qualification is practice-orientated, which requires learners to put theory into practice. This synergy between theory and practice is achieved by addressing more than one outcome at the same time, clustering a number of assessment criteria together, utilising different assessment methods, and instruments/rubrics to achieve outcomes.