EML1501
ASSIGNMENT 3
DUE DATE: JUNE-JULY 2024
, ASSESSMENT 03
Essay-type questions
NB: This assessment is COMPULSORY for all students registered for this module.
Assessment 03 comprises essay-type questions. These questions are designed to help
you work through learning units 3 and 4 of your study guide.
QUESTION 1
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 Argue the significance of collaborative learning in a Foundation Phase
classroom.
(Study guide pg. 34)
Collaborative learning is crucial in a Foundation Phase classroom as it fosters a
supportive environment where children learn from one another and from interactions
with more knowledgeable peers or adults. This method encourages active participation,
enhances communication skills, and develops critical thinking. Through group activities
and discussions, children can explore different perspectives, build on each other's
ideas, and develop a deeper understanding of concepts. This social interaction is
essential for cognitive development, as posited by Vygotsky, who believed that learning
is a social process.
1.2 Assess the significance of scaffolding in language acquisition.
Scaffolding is a vital instructional strategy in language acquisition. It involves providing
temporary support to children to help them achieve tasks they cannot accomplish
independently. This support can come in various forms, such as modeling, prompts, or
breaking down tasks into manageable steps. Scaffolding helps bridge the gap between
what children already know and what they need to learn, gradually transferring the
responsibility of learning from the teacher to the student. By doing so, it promotes
independence and confidence in language use. Vygotsky emphasized the importance
of scaffolding in facilitating learning within the child's zone of proximal development
(ZPD).
, 1.3 Provide a compelling argument regarding the significance of the “zone of proximal
development” in the context of language learning.
The zone of proximal development (ZPD) is a concept introduced by Vygotsky, which refers
to the difference between what a child can do independently and what they can achieve with
guidance and encouragement from a skilled partner. In the context of language learning, the
ZPD is significant because it highlights the potential for cognitive and linguistic development
through social interaction. When teachers or more knowledgeable peers provide appropriate
support, they help children progress beyond their current abilities. This guided learning
process is essential for effective language acquisition, as it enables children to understand
and use language that is slightly above their current level, thereby expanding their vocabulary
and language skills.
1.4 Analyse Piaget’s stages of language development and motivate at which
stages children between the ages of two to three years old acquire knowledge or
describe what they are debating.
Sensory-Motor Period (birth to 2 years): Children at this stage engage in basic interactions
with the environment, and their language is primarily egocentric, consisting of simple words
and gestures used for immediate needs and sensations.
Pre-Operational Period (2 to 7 years): This stage is marked by rapid language development.
Children aged two to three fall within this period and exhibit egocentric speech, talking about
their actions and thoughts. They acquire new words quickly and begin forming simple
sentences. Language is used to express desires, emotions, and simple concepts.
Concrete Operational Period (7 to 11 years): During this stage, children's language
becomes more logical and organized, as they start understanding and using language to
describe concrete events and facts.
ASSIGNMENT 3
DUE DATE: JUNE-JULY 2024
, ASSESSMENT 03
Essay-type questions
NB: This assessment is COMPULSORY for all students registered for this module.
Assessment 03 comprises essay-type questions. These questions are designed to help
you work through learning units 3 and 4 of your study guide.
QUESTION 1
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 Argue the significance of collaborative learning in a Foundation Phase
classroom.
(Study guide pg. 34)
Collaborative learning is crucial in a Foundation Phase classroom as it fosters a
supportive environment where children learn from one another and from interactions
with more knowledgeable peers or adults. This method encourages active participation,
enhances communication skills, and develops critical thinking. Through group activities
and discussions, children can explore different perspectives, build on each other's
ideas, and develop a deeper understanding of concepts. This social interaction is
essential for cognitive development, as posited by Vygotsky, who believed that learning
is a social process.
1.2 Assess the significance of scaffolding in language acquisition.
Scaffolding is a vital instructional strategy in language acquisition. It involves providing
temporary support to children to help them achieve tasks they cannot accomplish
independently. This support can come in various forms, such as modeling, prompts, or
breaking down tasks into manageable steps. Scaffolding helps bridge the gap between
what children already know and what they need to learn, gradually transferring the
responsibility of learning from the teacher to the student. By doing so, it promotes
independence and confidence in language use. Vygotsky emphasized the importance
of scaffolding in facilitating learning within the child's zone of proximal development
(ZPD).
, 1.3 Provide a compelling argument regarding the significance of the “zone of proximal
development” in the context of language learning.
The zone of proximal development (ZPD) is a concept introduced by Vygotsky, which refers
to the difference between what a child can do independently and what they can achieve with
guidance and encouragement from a skilled partner. In the context of language learning, the
ZPD is significant because it highlights the potential for cognitive and linguistic development
through social interaction. When teachers or more knowledgeable peers provide appropriate
support, they help children progress beyond their current abilities. This guided learning
process is essential for effective language acquisition, as it enables children to understand
and use language that is slightly above their current level, thereby expanding their vocabulary
and language skills.
1.4 Analyse Piaget’s stages of language development and motivate at which
stages children between the ages of two to three years old acquire knowledge or
describe what they are debating.
Sensory-Motor Period (birth to 2 years): Children at this stage engage in basic interactions
with the environment, and their language is primarily egocentric, consisting of simple words
and gestures used for immediate needs and sensations.
Pre-Operational Period (2 to 7 years): This stage is marked by rapid language development.
Children aged two to three fall within this period and exhibit egocentric speech, talking about
their actions and thoughts. They acquire new words quickly and begin forming simple
sentences. Language is used to express desires, emotions, and simple concepts.
Concrete Operational Period (7 to 11 years): During this stage, children's language
becomes more logical and organized, as they start understanding and using language to
describe concrete events and facts.
