Lecturer/Senior Lecturer/Associate Professor (M000137) at North West University

KEY RESPONSIBILITIES:

Teaching

• Teaching undergraduate English FAL courses in the subject group in contact mode at the Mahikeng Campus.             

Programme development

• Contributing to the development, review, and contextualisation of modules and study materials, aligned with national priorities and inclusive pedagogies. 

Research and supervision

• Research, postgraduate supervision, and appropriate publications in the field of ECDE, preferably with English FAL as the focus. For lecturer level, furthering of the incumbents’ own qualification on a doctoral level in English HL/FAL in Early Childhood Development (ECD). 

WIL/Supervision

• Supporting WIL through mentoring, supervision, and reflective practice in ECD settings. Facilitating school-based learning and integration of theory into practice.

CE

• Engage in community outreach and partnerships that strengthen collaboration between the university, schools, and broader communities, while promoting inclusive, equitable, and sustainable language and literacy education opportunities for young learners.

Administration

• Performing administrative duties, including use of the NWU Learning Management System and participation in departmental processes and quality assurance activities.

Minimum requirements

• A Bachelor of Education in Foundation Phase Teaching, in Early Childhood Development (NQF Level 7).
• An Honours degree in Early Childhood Development or an equivalent qualification, preferably with specialisation in English HL/FAL. (NQF Level 8).
• Registration with the South African Council for Educators (SACE).

In addition to the above:

LECTURER:

• A Master's degree in Early Childhood Development or an equivalent qualification, preferably with specialisation in English HL/FAL. (NQF Level 9).
• A minimum of two (2) years' lecturing experience at a Higher Education Institution (HEI) on a full-time or part-time basis.
• A minimum of four (4) years' experience in Foundation Phase teaching within an Early Childhood Development (ECD) school environment, with English either as a Home Language (HL) or a First Additional Language.

SENIOR LECTURER/ASSOCIATE PROFESSOR

• A Doctoral degree in Early Childhood Development or an equivalent qualification, preferably with specialisation in English HL/FAL. (NQF Level 9).
• A minimum of four (4) years' lecturing experience at a Higher Education Institution (HEI) on a full-time or part-time basis.
• A minimum of two (2) years' experience in Foundation Phase teaching within an Early Childhood Development (ECD) school environment, with English either as a Home Language or a First Additional Language.
• Evidence of research publications and postgraduate supervision experience, preferably with a focus on English.

KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:

• Demonstrates deep understanding of the Foundation Phase language curriculum (Grades R–3), with specific expertise in English FAL. Applies age-appropriate pedagogical strategies to support oral language development, emergent literacy, and early reading and writing. (essential)
• Plans and facilitates engaging, developmentally appropriate English language learning experiences for pre-service Foundation Phase teachers, using contact-mode delivery and incorporating principles of play-based and culturally responsive instruction. (essential)
• Supports language acquisition and literacy development through effective use of English as Languages of Learning, Teaching, and Assessment (LoLTA), and models inclusive strategies for teaching multilingual learners in diverse classroom contexts. (essential)
• Selects and uses a variety of teaching aids and teaching strategies for effective literacy education to prepare pre-service Foundation Phase teachers for effective literacy instruction.
• Designs and implements a range of formative and summative assessment strategies to monitor pre-service teachers’ grasp of English language pedagogy and to support responsive, differentiated instruction. (essential)
• Demonstrates the ability to responsibly and effectively integrate AI tools to enhance English language teaching, learning, and assessment. Guides pre-service teachers to critically evaluate AI-generated content, use AI for lesson planning or resource creation, and foster digital literacy in young learners. (desirable)
• Uses digital platforms and online learning tools effectively to support literacy English FAL instruction and professional development in contact-mode settings. (recommended)
• Contributes to community-based initiatives and partnerships aimed at promoting early literacy and language development. (essential)
• Demonstrates proficiency in using computers for academic and administrative purposes, including word processing, presentation software, spreadsheets, learning management systems, and online communication platforms. (essential).

BEHAVIOURAL COMPETENCIES

• Demonstrates genuine enthusiasm for working with young children and foundational language development concepts; committed to improving English FAL teaching and learning at the earliest levels through culturally responsive and developmentally appropriate practices. (essential)
• Acts with honesty, fairness, and ethical responsibility in teaching, assessment, research, and community engagement. Upholds confidentiality, academic integrity, and respectful engagement with diverse linguistic and cultural communities. (essential)
• Shows flexibility in adapting to changing educational environments, diverse student needs, technological shifts, and institutional priorities. Maintains professionalism and effectiveness under pressure, especially in multilingual and resource-constrained contexts. (essential).
• Builds positive working relationships with colleagues, students, schools, and communities. Collaborates effectively within teams, contributes to joint initiatives, and supports shared goals in language education and early literacy development. (essential)
• Continuously seeks professional growth, reflects critically on practice, and engages with current trends in English language pedagogy, early childhood development, and educational technology. (essential)
• Demonstrates creativity and initiative in addressing teaching challenges, curriculum design, and community engagement, particularly in under-resourced or linguistically diverse environments. (essential)
• Values diversity and demonstrates awareness and respect for South Africa’s multilingual and multicultural classrooms, promoting inclusive practices in English FAL language instruction and literacy development. (essential)
• Communicates clearly and professionally - both orally and in writing - with students, colleagues, and external stakeholders. Adapts communication style to suit different audiences, including multilingual learners and community partners. (essential)
• Willing to explore, experiment with, and integrate new technologies - including AI, digital tools, and multimodal resources - to enhance English language teaching, learner engagement, and pre-service teacher preparation. (recommended)

CLOSING DATE: 21 July 2026