REGULATIONS FOR THE MASTER OF EDUCATION DEGREE IN ENGLISH AND LITERACY EDUCATION (EDU28)

Duration: 11/2 years

Actual Credit Load 306

ZNQF Level: 9

1.0 PURPOSE OF THE PROGRAMME

To prepare highly specialised personnel who have research and innovation skills for higher education, government departments and Non-Governmental Organisations.

2.0 ENTRY REQUIREMENTS

Normal Entry: To qualify for entry into the programme applicants must normally: –

2.1 have obtained a Bachelor of Education degree in English or approved equivalent from any recognised university;

2.2 have obtained a degree and a Postgraduate Diploma in Education with specialisation in English or has an approved equivalent from a recognised university

3.0 PROGRAMME CHARACTERISTICS

Areas of Study: English Language, Literature and Literacy

Specialist Focus: English Language, Literature and Literacy Education

Orientation: Research and Innovation

4.0 CAREER OPPORTUNITIES AND FURTHER EDUCATION

Employability: The programme is designed to enhance the competence of graduates as classroom practitioners, lecturers, training officers, heads of departments, school managers, education officers, examination officers and curriculum developers.

Further Studies: Doctoral studies in English

5.0 PROGRAMME DELIVERY

Teaching and Learning Methods: Lectures, tutorials, seminars, group work, micro-teaching, teaching practice, research project, individual independent study, virtual and online learning.

Level 1 Semester 1

Code	Module Description	Credits
MICT732	Advanced Information Communication Technology in Education	18
MED731	Advanced Research Methods and Statistics	18
MEEL711	Psycho and Socio-Linguistic Aspects of Language Teaching	18
MEEL712	Theory of Language Teaching and Learning	18
MEEL713	Curriculum and Pedagogical Issues in English Language and Literature Education	18

Level 1 Semester 2

Code	Module Description	Credits
MED743	Gender Discourse in Education	18
MEEL714	Perspectives on Literature Teaching and Learning	18
MEEL715	Language Development and Curriculum Implications	18
MEEL716	Measurement and Evaluation in English Language and Literature Education	18
MEEL717	Language and Learning	18

Level 2 Semester 1

Code	Module Description	Credits
MEEL728	English for Specific Purposes	18
FMED132	Advanced Financial Management in Educational Institutions	18
MED734	Dissertation	90

 

MODULE SYNOPSES

MICT732 Advanced Information Communication Technology in Education

This module helps students to acquire advanced specialist theoretical and practical knowledge of ICTs in educational environments. The topics covered include Models of ICT curriculum integration, educational ICT policy development, current and emerging issues in digital learning, contemporary learning design theories and frameworks, and framing assessment within 21st century contexts, ICT in educational research, among others.

 

MED731 Advanced Research Methods and Statistics

The module seeks to develop postgraduate students’ knowledge in the following areas of educational research, the different philosophical orientations in research, research paradigms, theoretical and conceptual frameworks, research designs, data collection methodologies, advanced quantitative and qualitative data analysis techniques, as well as discussion of findings and making conclusions. The module also introduces students to significant educational research problems whose resolution has the potential to contribute to knowledge in educational areas such as pedagogy and assessment, as well as in sustainable development issues such as health, poverty eradication, environmental awareness, etc.

 

MEEL711 Psycho and Socio-Linguistic Aspects of Language Teaching

The module introduces participants to psycholinguistics and sociolinguistics and their pedagogical implications. The module focuses on central topics in Psycholinguistics and Sociolinguistics that are relevant to the teaching and learning of languages. For Psycholinguistics, the focus is on the study of how humans learn, represent, comprehend and produce language. The module covers major sub-fields such as language and the brain, language acquisition and learning and language and thought. For Sociolinguistics, the module explores the relationships between language and society focusing on major issues such as language and gender language variation, language policy and planning, diglossia, pidgins and creoles. Implications for the classroom in terms of selection and grading of content, teaching methods, reinforcement as well as testing is of paramount importance to practising teachers.

 

MEEL712 Theory of Language Teaching

The module aims to equip students with insights into the theoretical principles which inform current practice in language teaching. Through discussions of what happens in a classroom, students shall critically examine how these theoretical principles inform the role of the teacher, the learner and the learning materials.

 

MEEL713 Curriculum and Pedagogical Issues in Language and Perspectives on Literature and Teaching

This module exposes students to perspectives on literature and provides experience for participants with methods and assumptions guiding the illumination and interpretation of literacy texts. In particular, it identifies and discusses various points of view on literature by considering a chronological and intellectual progression through the motivating ideas of Formalism, Structuralism, Post-structuralism, Feminism, Marxism, Modernity, Liberalism/neoliberalism, Postmodernism, Social Darwinism, Orientalism, Negritudism/Cultural Nationalism, Afrocentricity and Globalisation. The module examines the operation of these concepts in texts as well as parallels of different aspects of the chosen theories to provide more comprehensive readings of texts. Focus is on the compatibility of texts and literary theories and the application of theoretical points to real-world/educational situations.

 

MEEL715 Language Developments and Curriculum Implications

The module surveys how language policy in monolingual, bilingual and multilingual speech communities affect curriculum practice. It will be debated whether the teaching of English as a second language translates to linguistic empowerment or linguistic imperialism. The module covers the following topics, linguistic diversity, the new linguistic order, linguistic imperialism, Multilingualism as a curse or a blessing, Indigenous languages as mediums of instruction, Sustainable Development Goal (SDG) Number 4, language developments in colonial Zimbabwe and curriculum implications, The coming in of English, -Afrikaans vs English, -1908 Hole Committee on Education,   

Domboshava 1920, Tjolotjo 1921, Phelps-Stokes Commission, The Kerr Commission of 1952, The Carr-Saunders Commission of 1953, Judges Commission, Rhodesia Literature Bureau, Language developments in Zimbabwe since independence and curriculum implications,  Corpus and Status Planning in Zimbabwe, The 1987 Education Act and subsequent amendments, The Language Plan of Action for Africa, The Harare declaration, The Asmara Declaration, African Languages Lexical (ALLEX) African Languages Research Institute (ALRI), Zimbabwe Indigenous Languages Promotion Association (ZILPA), The Nziramasanga Commission, 2013 Constitution and Stabilising indigenous languages.

MEEL716 Measurement and Evaluation in English Language and Literature Education

This module is on how assessment can be made an integral part of the teaching and learning of language and literature. It focuses on the theory, concepts and practices of measurement and evaluation in English Language and Literature. The module covers the development, administration and marking of assessment tasks and tests as well as approaches to summarising and reporting student achievement.  Students shall reflect on a range of formal tools and different assessment skills as well as how they might be integrated. At all stages, the implications for teaching and learning shall be emphasised. Areas to be covered include Principles of Data Collection, tools of assessment (cognitive, affective and psychomotor), analysis and interpretation of data, reliability theory, test and evaluation development, validation and assessment. Trends in measurement and evaluation in English Language and Literature Education shall be looked at.

 

MEEL717 Language and Learning

The module encourages students to consider the theories underlying language and language learning and to develop new ways of thinking about language within the classroom. The module pays particular attention to issues of language and learning to gain insights into how different modes and practices of communication impact our understanding of the complexities of language in the process of learning. The module covers topics such as Overview of Agenda 2030 for sustainable development -implications for language focused instructional design (LFID), Overview of SDG 4-implications for LFID, Definitions of language and implications for LFID, Definitions of learning and implications for LFID, Constructivism and learning in the 21st century, Cognitivism and Content learning Concept development, Language and concept development model, Subject literacy Academic language, Language and cultural capital, Language disorders and instructional interventions, Expressive disorders, Phonological disorders, Stuttering, Dyslexia, Dysgraphia, Content and language integrated learning, Case studies.

 

FMED132 Financial Management in Educational Institutions

The module introduces financial management practices followed in schools and other educational institutions across Faculty disciplines. It considers basic accounting concepts and conventions, including the double entry system of recording business transactions, preparation of general-purpose financial statements, bank reconciliation statements, and skills of budgeting and budgetary control as well as accounting requirements of Treasury Instructions.

 

MED 734 Dissertation

The Dissertation is a research study carried out over two semesters by each postgraduate student under the guidance of a supervisor. Students are expected to apply their knowledge and skills in conducting research on contemporary educational and social issues in their area of specialisation. Students are encouraged to conduct research which has the potential to contribute to knowledge and policies in education, and in social issues such as poverty, disaster and risk management, environmental conservation, etc. Students are expected to produce and submit a thesis that meets the standards of research work at Masters Level.