Postgraduate Diploma in Technology for Language Learning

Purpose

The qualification introduces learners to a broad spectrum of language learning theories and research necessary to create digital teaching and learning material. It also includes a variety of software, information and communication technologies for learner support. This qualification provides educators with the ability to utilise a range of learning technologies, underpinned by well-informed language learning theories and research, to address the needs of a country where functional and academic literacy are a major concern.

The qualification promotes the development of professional skills on both theoretical and practical levels which should enable learners to make effective contributions in their profession through research, development of digital language learning material and the application of the IT skills acquired in this qualification in their teaching.

Rationale

The use of computers in society and the integration of Information and Communication Technology (ICT) in education has become a necessity. This Postgraduate Diploma addresses the need for language educators to look critically, in a theoretically founded manner, at the integration of language in teaching and learning.

The Postgraduate Diploma addresses the need for language practitioners to integrate technology in a theoretically and pedagogically sound manner in their daily practices of language teaching and learning.

It is assumed that learners accessing this qualification are

• Competent in the use of computers;
• Competent in the communication skills required for postgraduate studies.
• Have understanding of Information Technology and its application in the education context.

Recognition of Prior Learning

The Recognition of Prior Learning policy of the University is followed in giving access to candidates who meet the minimum language requirement. A motivational letter explaining language proficiency and previous experience in language teaching and learning, as well as a portfolio of language teaching material and a completed questionnaire on computer literacy may be submitted.

Access to the Qualification

• A Bachelor of Education, NQF Level 7 with a language at least at NQF Level 6.

OR

• A recognised teaching qualification equivalent to NQF Level 7 that includes the subject didactics of a language at least at NQF Level 5.

The qualification comprises two compulsory modules

• Theory and Techniques: NQF Level 8, 100 credits.
• Research Assignment: NQF Level 8, 20 credits.

1. Analyse theoretical frameworks of language learning technologies.
2. Develop and utilise digital language learning material.
3. Produce a dissertation on the use and integration of technology in language learning and teaching.

Critical Cross-Field Outcomes

The Critical Cross-Field Outcomes are dealt with throughout the qualification.

Associated Assessment Criteria for Exit Level Outcome 1

• Explore the concept of technology assisted language pedagogics in relation to the ever-changing and complex field of learning.
• Analyse, in a theoretically founded manner, the integration of technology in language teaching and learning.
• Evaluate the efficacy of language learning technologies in the practical teaching environment.

Associated Assessment Criteria for Exit Level Outcome 2

• Create digital teaching and learning material using a variety of software, information and communication technologies for learner support.
• Utilise a range of learning technologies to address the needs of a country where functional and academic literacy are major concerns.
• Evaluate the efficacy of language learning technologies in the practical teaching environment.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain the principles of quantitative and qualitative research.
• Formulate a research proposal.

> Range of formulation requirements includes, but is not limited to: Delineating the problem, selecting the research methodology, conducting a literature review and structure.

• Conduct research ethically and in accordance with established research methodology practice.

> Range of research conduct includes, but is not limited to: Gathering and processing, capturing, and interpreting information.

• Present findings and conclusions in oral and written formats according to established research practice.

Integrated Assessment

According to the assessment policy of Stellenbosch University assessment opportunities should be various with different kinds of methods used. Various assessment types are used in the modules of this programme such as the development of language learning material, a test and research assignments. Seven assessment opportunities in the Theory and Techniques module allow for formative assessment of different sections throughout the year and two examination papers provide summative assessment at the end of the year. The research assignment enables learners to show their research capabilities acquired in the programme.