Diploma of Languages
| Minimum number of credit points | 24 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Chinese
CHNS19V1
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Croatian
CRTN19V1
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French
FRNC19V1
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German
GRMN19V1
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Italian
ITLN19V1
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Japanese
JPNS19V1
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Modern Greek
MDGK19V1
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TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Polish
PLSH19V1
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Russian
RUSN19V1
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TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Spanish
SPNH19V1
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TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 5 Diploma |
| Overview and Aims of the Program | The Diploma of Languages is a concurrent degree available to students enrolled in or already holding a Bachelor degree, and can only be taken on a part-time basis. Students completing a Diploma of Languages enhance their other academic and professional skills and prepare for the multilingual global environment through increasing proficiency in the language of study. They gain an understanding of the society and culture of the countries where the language is spoken. Students learn about cultural differences, analyse the relationship between language and culture, and recognise the importance of cross-cultural communication. The Macquarie University Diploma of Languages has a distinctive cross-cultural approach and includes opportunities for innovative modes of learning including online delivery and residential units in a country where the language is spoken. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: KNOWLEDGE 1. increase recognition and recall of structural properties of the relevant language and aspects of its variation and change (K,C) 2. discuss past and present cultural productions of the regions and communities that utilise the relevant language (K,P) SKILLS 3. practice and improve use of the relevant language across a range of forms and in different contexts including local, international and cross-cultural contexts (K,T,P,C) 4. develop ability to select and employ context-appropriate modes of communication in different media (K,T,P,I,C,J) PRACTICE 5. develop skills in examination of texts, spoken and written, and interpreting implicit meaning (K,T,P,J) 6. express increasingly detailed ideas in the relevant lanugage and advance capacity to write complex text (K,I,L,C) 7. locate and use a range of resources in the relevant language for professional and academic purposes (K,P) 8. demonstrate progress in the acquisition of language and practice skills in independent learning of languages and cultures (K,I,C,L). |
| Learning and Teaching Methods | Learning and teaching incorporates a range of methods to enable students to gradually develop the knowledge, skills and opportunities to apply knowledge and skills in the program outcomes. Language units take a communicative approach in the classroom environment with additional audio and written material and activities to be worked on at home. The emphasis inside and outside of the classroom is on meaningful interaction and tasks, and the creation of a low anxiety environment which fosters the development of a learning community in which students can practice their chosen language and discuss the culture and communities that utilise the language. This is supported by a range of comprehensible inputs targeted at the students’ developing language level, both from teaching staff and support materials (principally online), and constant opportunities for students to apply their developing knowledge to meaningful tasks. These include reading and listening to authentic cultural materials, in which students are guided to develop comprehension strategies that can be applied to any situation, and to acquire vocabulary in context. In support of the communicative goals, students also review key grammatical concepts to build their confidence and capacity to evaluate their own progress in the discipline. As students progress into 200 and 300 level units, they also engage in tasks and enrol in units with a stronger emphasis on cognitive and analytical skills in addition to language proficiency, including conducting research presenting it in a variety of formats such as oral presentations and written and spoken discussions, essays, debates, and audio-visual recordings. Teaching models include: practicals, seminars, lectures, tutorials, and supervised independent study. Students have opportunities to include in-country studies such as intensive residential units and exchange in their degree. |
| Assessment | Assessment is based on a progressive continuous assessment model, which ensures compliance with Macquarie’s policy of early, low-risk assessment and feedback, a minimum of three assessment tasks and different types of task, with no task worth more than 60% of the unit total. The diversity of assessment tasks strives to create a balance for students with different learning styles and opportunities for students to develop their skills across the four language learning areas of listening, reading, writing and speaking. Students are given multiple opportunities in each unit throughout the Major to develop comprehension and communication strategies that will assist them in attaining the overall program learning outcomes. Depending on their language proficiency and the level of the unit, assessment tasks require students to engage with speech and writing in the relevant language and express themselves appropriately according to the context and medium, while demonstrating their growing knowledge of the structural aspects of the language and the cultural contexts in which communication occurs. The emphasis is on formative tasks with meaningful applications, such as spoken and written tasks relating to students’ lives, opinions and their engagement with the world of their chosen language, however some summative tasks such as grammar and vocabulary quizzes are incorporated, particularly at 100 and 200 levels, so that students can confirm minimum attainment of key structural aspects of the language. All student work is evaluated according to standards that are clearly articulated within the unit, and no norm-referencing is used. The Diploma of Languages employs moderation procedures between multiple markers involved in a single unit and external moderation for units with a single marker, and incorporates some machine-marked activities. Examples of assessment types include: • quiz • oral assignment – individual and group (e.g. advertisements, dialogues, monologues, interviews) • written composition • oral examination • debate • essay • video/audio recording • online discussion – written and spoken • review • editorial • participation • homework (e.g. grammar exercises, reading and listening comprehension) • literature review • presentation. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | Depending on their other areas of study and professional experience, the Diploma of Languages helps prepare students for careers in: • international business - private sector • international public sector • communications and media • travel and tourism • international law • translation and interpreting • education • consulting. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements