Exam (elaborations)
EML1501 Assignment 3 2024 (651371)- DUE 16 August 2024
- Course
- EML1501 (EML1501)
- Institution
- University Of South Africa (Unisa)
QUESTIONS AND ANSWERS EML1501 Assignment 3 2024 (651371)- DUE 16 August 2024
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[Company name]EML1501 Assignment
3 2024 (651371)- DUE
16 August 2024
QUESTIONS AND ANSWERS
, EML1501 Assignment 3 2024 (651371)- DUE 16 August
2024
QUESTION 1 [30]
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. (10)
1.2 Assess the significance of scaffolding in language acquisition. (10)
1.3 Provide a compelling argument regarding the significance of the “zone of
proximal development” in the context of language learning. (5)
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. (5)
1.1 Argue the significance of collaborative learning in a Foundation Phase
classroom. (10)
Collaborative learning in a Foundation Phase classroom is crucial for several
reasons:
1. Social Interaction: It fosters social interaction, which is essential for
developing communication skills. Young children learn to listen to others,
share their ideas, and build on the thoughts of their peers.
2. Cognitive Development: Through collaborative learning, children engage in
higher-order thinking. They learn to analyze, synthesize, and evaluate
information, which enhances their cognitive development.
3. Language Skills: Collaborative activities provide a rich environment for
language development. Children learn new vocabulary and language
structures from their peers and through guided interactions with teachers.
4. Emotional Support: Working with peers can reduce anxiety and build
confidence. Children feel supported and encouraged, which can lead to
increased participation and a willingness to take risks in learning.
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