EML1501
Assignment 3
2025
, EML1501 – Assignment 03
Total: 30 Marks
Question 1: Vygotsky’s Theory and Language Development in the Foundation
Phase
1.1 Motivate the significance of collaborative learning in a Foundation Phase
classroom.
(10 marks | ±200 words)
Collaborative learning is central to Vygotsky’s sociocultural theory, which emphasises
that cognitive development is deeply rooted in social interactions. In a Foundation
Phase classroom, young learners are at a stage where language and thinking are still
developing, and interaction with peers and adults facilitates both. Through collaborative
learning, children engage in meaningful conversations, observe others, ask questions,
and imitate language usage, thereby enriching their vocabulary and comprehension.
Working in groups encourages the use of language for authentic purposes such as
explaining, negotiating, or asking for clarification which supports both cognitive and
linguistic growth. Teachers who facilitate small group discussions, paired reading, or
peer-assisted learning allow learners to operate within their Zone of Proximal
Development (ZPD), where they can perform tasks with guidance that they would not
yet manage independently.
In addition, collaborative learning builds social-emotional skills such as empathy, active
listening, and turn-taking. These are essential for effective communication and
classroom cohesion. Learners also gain confidence when they realise they can
contribute meaningfully in group settings, even when they are not yet fluent. Ultimately,
collaborative learning aligns with an inclusive, learner-centred approach that values
participation, social interaction, and language development through real-world use.
1.2 Evaluate the effectiveness of using enlarged texts to promote active
participation and a love for reading.
(4 marks)
, Enlarged texts are a highly effective tool for fostering active engagement during shared
reading in the Foundation Phase. Their large print and visuals are easily visible to all
learners, including those with visual impairments or attention difficulties. This visibility
encourages collective participation, especially in whole-class settings, as learners can
follow the text as the teacher reads aloud. Enlarged texts also allow for shared pointing,
word recognition, and choral reading, all of which support phonemic awareness and
print concept development. Moreover, the engaging layout and clear format contribute
to making reading enjoyable and less intimidating, nurturing a positive attitude toward
books and storytelling.
Importance of adapting this strategy to accommodate diverse learning needs
(6 marks)
Teachers can adapt enlarged text strategies to address the varied needs of learners.
For learners with visual impairments, high-contrast colours and bold fonts improve
readability. For learners with learning barriers such as dyslexia or attention-
deficit/hyperactivity disorder (ADHD), the teacher can break the text into manageable
sections and pair it with visual cues, gestures, or summarised prompts.
Additionally, multilingual learners benefit when the teacher uses the enlarged text
alongside home language translations, or explains new vocabulary in context.
Interactive whiteboards can be used to annotate or highlight key phrases, enabling real-
time scaffolding. Learners with lower decoding skills can engage by predicting what
comes next, or by identifying known words in the enlarged print. These adaptations
ensure all learners access the text meaningfully, enhancing inclusivity and language
development.
1.3 Examine the significance of the “Zone of Proximal Development” in the
context of language learning.
(5 marks)
The Zone of Proximal Development (ZPD), a concept introduced by Vygotsky, refers to
the gap between what a learner can do independently and what they can do with the
Assignment 3
2025
, EML1501 – Assignment 03
Total: 30 Marks
Question 1: Vygotsky’s Theory and Language Development in the Foundation
Phase
1.1 Motivate the significance of collaborative learning in a Foundation Phase
classroom.
(10 marks | ±200 words)
Collaborative learning is central to Vygotsky’s sociocultural theory, which emphasises
that cognitive development is deeply rooted in social interactions. In a Foundation
Phase classroom, young learners are at a stage where language and thinking are still
developing, and interaction with peers and adults facilitates both. Through collaborative
learning, children engage in meaningful conversations, observe others, ask questions,
and imitate language usage, thereby enriching their vocabulary and comprehension.
Working in groups encourages the use of language for authentic purposes such as
explaining, negotiating, or asking for clarification which supports both cognitive and
linguistic growth. Teachers who facilitate small group discussions, paired reading, or
peer-assisted learning allow learners to operate within their Zone of Proximal
Development (ZPD), where they can perform tasks with guidance that they would not
yet manage independently.
In addition, collaborative learning builds social-emotional skills such as empathy, active
listening, and turn-taking. These are essential for effective communication and
classroom cohesion. Learners also gain confidence when they realise they can
contribute meaningfully in group settings, even when they are not yet fluent. Ultimately,
collaborative learning aligns with an inclusive, learner-centred approach that values
participation, social interaction, and language development through real-world use.
1.2 Evaluate the effectiveness of using enlarged texts to promote active
participation and a love for reading.
(4 marks)
, Enlarged texts are a highly effective tool for fostering active engagement during shared
reading in the Foundation Phase. Their large print and visuals are easily visible to all
learners, including those with visual impairments or attention difficulties. This visibility
encourages collective participation, especially in whole-class settings, as learners can
follow the text as the teacher reads aloud. Enlarged texts also allow for shared pointing,
word recognition, and choral reading, all of which support phonemic awareness and
print concept development. Moreover, the engaging layout and clear format contribute
to making reading enjoyable and less intimidating, nurturing a positive attitude toward
books and storytelling.
Importance of adapting this strategy to accommodate diverse learning needs
(6 marks)
Teachers can adapt enlarged text strategies to address the varied needs of learners.
For learners with visual impairments, high-contrast colours and bold fonts improve
readability. For learners with learning barriers such as dyslexia or attention-
deficit/hyperactivity disorder (ADHD), the teacher can break the text into manageable
sections and pair it with visual cues, gestures, or summarised prompts.
Additionally, multilingual learners benefit when the teacher uses the enlarged text
alongside home language translations, or explains new vocabulary in context.
Interactive whiteboards can be used to annotate or highlight key phrases, enabling real-
time scaffolding. Learners with lower decoding skills can engage by predicting what
comes next, or by identifying known words in the enlarged print. These adaptations
ensure all learners access the text meaningfully, enhancing inclusivity and language
development.
1.3 Examine the significance of the “Zone of Proximal Development” in the
context of language learning.
(5 marks)
The Zone of Proximal Development (ZPD), a concept introduced by Vygotsky, refers to
the gap between what a learner can do independently and what they can do with the
