Postgraduate Diploma in Second-Language Studies

Purpose

The Postgraduate Diploma: Second Language Studies aims to produce learners who understand and can apply the relevant theoretical knowledge, skills, methods and techniques necessary to be effective researchers on issues involved in a second language. It will give the learners the critical, creative and analytical problem solving skills relating to a second language and enable them to integrate experience and knowledge to form reasoned judgements. The qualification will provide the learners with the necessary competence and learning skills to progress to further Postgraduate studies in the field of applied linguistics and give them an appreciation of the richness of other languages and cultures.

The programme is intended to make a significant contribution by providing learners with

• A sound knowledge of current linguistic insights into various aspects of second languages.
• The skills to gain a thorough understanding of the phenomenon of second languages, including the ability to read technical texts critically and to appraise solutions to substantive problems.
• A good understanding of the research methodologies which are used to examine problems concerning second languages.

Rationale

The programme is highly relevant to the developmental needs of Southern Africa. It adopts an inter-disciplinary perspective and is designed to meet real professional and intellectual needs of people whose careers revolve around the phenomenon of second languages, including language teachers, lecturers and other educators, speech-language therapists, translators, interpreters, language advisors, publishers and other media specialists.

Learning a second language, especially the English language, has become more and more important in many countries in recent years, as people from different countries wish to communicate with each other. The demand for learning a second language and therefore, the number of teachers and schools who teach a second language, has risen steadily.

The qualification is highly relevant to the developmental needs of Southern Africa, and is designed to meet real professional and intellectual needs of people pursuing a wide range of careers to which the phenomenon of second languages is central. The ultimate objective of the programme is to enable learners to practice their professions with greater expertise and satisfaction.

It is assumed that the learner is competent in Linguistics or Logopaedics at NQF Level 7.

Recognition of Prior Learning

The Recognition of Prior Learning for the Postgraduate Diploma: Second Language Studies, NQF Level 8, may be used to

• Grant admission to learners who do not meet the minimum requirements for admission.
• Grant learners credits towards the achievement of the qualification.

Recognition of Prior Learning applications will be considered by a departmental committee within the guidelines of the Faculty and the University.

Access to the Qualification

To gain access to this qualification learners require

• A Bachelor's Degree at NQF Level 7 with a language at second-year level (NQF Level 6); or with Linguistics, a language-related subject; or Speech Therapy (Logopaedics) as a major or an equivalent tertiary qualification.

The following three Modules at NQF Level 8, totalling 120 Credits, are compulsory

• General linguistic perspective on second languages, 48 Credits.
• Psycholinguistic perspective on second language acquisition, 48 Credits.
• Advanced study of linguistic aspects of second languages, 24 Credits.

1. Explain current insights into general linguistic and psycholinguistic aspects of second languages.
2. Explain the theoretical approaches and research methods used to examine general linguistic and psycholinguistic aspects of second languages.
3. Identify and convey an understanding of problematic issues relating to general linguistic and psycholinguistic aspects of second languages.
4. Explain how insights and methods are used in investigating problematic issues in relevant professional domains related to second languages.

Critical Cross-Field Outcomes

• This qualification addresses all the Critical Cross-Field Outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

• A sound knowledge of current general linguistic insights is displayed into the phenomenon of second languages.
• A sound knowledge of the nature of and the cognitive systems and processes involved in the acquisition of second languages, is demonstrated.
• An explanation of the factors which influence the working of cognitive systems and processes in the use of second languages, is given.

Associated Assessment Criteria for Exit Level Outcome 2

• An explanation is given of the theoretical approaches and research methods used to examine psycholinguistic aspects of second languages.
• A good understanding of how the theoretical approaches and methods are used is explained in terms of investigating psycholinguistic aspects of second languages.
• An explanation is given of the theoretical approaches and research methods used to examine general linguistic aspects of second languages.
• A good understanding of how the theoretical approaches and methods are used is explained in terms of investigating general linguistic aspects of second languages.

Associated Assessment Criteria for Exit Level Outcome 3

• Technical general linguistic texts of second languages are read with precision.
• Other people's views, arguments and theories for general linguistics are represented with a high degree of precision.
• General linguistic problems are identified, formulated and analysed.
• Technical psycholinguistic texts are read with precision.
• Other people's views, arguments and theories for psycholinguistics are represented with a high degree of precision.
• Psycholinguistic problems are identified, formulated and analysed.

Associated Assessment Criteria for Exit Level Outcome 4

• Different general linguistic perspectives of second languages are integrated in a non-eclectic way into a coherent whole.
• Different psycholinguistic perspectives of second languages are integrated in a non-eclectic way into a coherent whole.
• A technically well-finished academic general linguistic text on second languages is produced.
• A technically well-finished academic psycholinguistic text on second languages is produced.