, EML1501 Assignment 3 (COMPLETE ANSWERS) 2025 - DUE August 2025;
100% CORRECT AND TRUSTED SOLUTIONS
Question 1 [30 Marks]
Vygotsky’s theory, if applied to language teaching, views collaborative learning
conversations with older people as a form of collaborative learning that develops
children both cognitively and linguistically.
1.1
Motivate the significance of collaborative learning in a Foundation Phase
classroom.
Your response should consist of at least 200 words or 10 points.
(10 marks)
Significance of collaborative learning in a Foundation Phase classroom
(Vygotskian lens)
1. Operates inside the Zone of Proximal Development (ZPD). When Grade
R–3 learners work with a more knowledgeable other (an adult, older peer, or
a more advanced classmate), they successfully perform tasks they could not
yet do alone. This “just-right” challenge accelerates both cognitive and
language growth.
2. Provides purposeful scaffolding. Dialogues, prompts, sentence starters,
visual organisers and modelling supplied by teachers/older peers act as
temporary supports. As competence increases, these supports are withdrawn,
fostering independence (the move from interpsychological to
intrapsychological functioning).
3. Accelerates language development. Collaborative talk floods children with
richer vocabulary, more complex syntactic structures and pragmatic rules
(turn-taking, clarifying, disagreeing politely). This is crucial in the
Foundation Phase where oral language is the bedrock of later reading and
writing.
4. Turns language into a cognitive tool. Through guided conversation,
learners externalise thinking (“private speech”), rehearse strategies aloud
and gradually internalise them, improving planning, self-regulation and
problem solving.
5. Builds metacognition and self-regulation. In cooperative tasks (e.g.,
shared writing or maths problem-solving), children explain strategies,
100% CORRECT AND TRUSTED SOLUTIONS
Question 1 [30 Marks]
Vygotsky’s theory, if applied to language teaching, views collaborative learning
conversations with older people as a form of collaborative learning that develops
children both cognitively and linguistically.
1.1
Motivate the significance of collaborative learning in a Foundation Phase
classroom.
Your response should consist of at least 200 words or 10 points.
(10 marks)
Significance of collaborative learning in a Foundation Phase classroom
(Vygotskian lens)
1. Operates inside the Zone of Proximal Development (ZPD). When Grade
R–3 learners work with a more knowledgeable other (an adult, older peer, or
a more advanced classmate), they successfully perform tasks they could not
yet do alone. This “just-right” challenge accelerates both cognitive and
language growth.
2. Provides purposeful scaffolding. Dialogues, prompts, sentence starters,
visual organisers and modelling supplied by teachers/older peers act as
temporary supports. As competence increases, these supports are withdrawn,
fostering independence (the move from interpsychological to
intrapsychological functioning).
3. Accelerates language development. Collaborative talk floods children with
richer vocabulary, more complex syntactic structures and pragmatic rules
(turn-taking, clarifying, disagreeing politely). This is crucial in the
Foundation Phase where oral language is the bedrock of later reading and
writing.
4. Turns language into a cognitive tool. Through guided conversation,
learners externalise thinking (“private speech”), rehearse strategies aloud
and gradually internalise them, improving planning, self-regulation and
problem solving.
5. Builds metacognition and self-regulation. In cooperative tasks (e.g.,
shared writing or maths problem-solving), children explain strategies,
