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EML1501 ASSIGNMENT 03 DUE 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€2,69
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EML1501 ASSIGNMENT 03 DUE 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
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EML1501 (EML1501)
Instelling
University Of South Africa (Unisa)
EML1501 ASSIGNMENT 03 DUE 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 coll...
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)
Collaborative learning in a Foundation Phase classroom is incredibly significant as
it has the potential to enhance cognitive and linguistic development amongst
young learners. Vygotsky’s sociocultural theory emphasizes the importance of
social interaction and collaborative learning, as it is seen as an essential aspect of
a child’s cognitive development. In the Foundation Phase, which encompasses the
first three years of formal education, children are at a crucial stage of their
development and are particularly receptive to learning new concepts and skills.
Therefore, the implementation of collaborative learning in the classroom can
greatly benefit their overall development.
One of the key reasons why collaborative learning is so important in the
Foundation Phase is that it allows young learners to engage in meaningful
interactions with their peers and older individuals, such as teachers or classroom
assistants. Through these interactions, children are able to not only develop their
cognitive abilities by learning from others, but also enhance their linguistic skills
by engaging in conversations, discussions, and explanations with their peers and
older individuals. Vygotsky believed that children develop through their
interactions with more knowledgeable others, and this idea is particularly
relevant in the context of language learning. In a collaborative learning
environment, children have the opportunity to engage in meaningful
conversations and language interactions that are crucial for the development of
their language skills.
Furthermore, collaborative learning in the Foundation Phase can also help to
foster a sense of community and belonging amongst young learners. By working
together on various tasks and activities, children are able to develop important
social skills such as communication, cooperation, and teamwork, which are
, essential for their overall development. Additionally, collaborative learning can
also help to create a supportive and inclusive classroom environment, where
children feel comfortable expressing their ideas and opinions, and where their
contributions are valued by their peers and teachers.
In conclusion, collaborative learning in the Foundation Phase classroom is
significant as it provides young learners with the opportunity to develop both
cognitively and linguistically. By engaging in meaningful interactions with their
peers and older individuals, children are able to enhance their cognitive abilities
and language skills, while also developing important social skills. Therefore, the
implementation of collaborative learning in the Foundation Phase classroom is
crucial for the overall development and growth of young learners.
Reference:
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
1.2 Assess the significance of scaffolding in language acquisition. (10)
Scaffolding is a key component of Vygotsky’s sociocultural theory of learning,
which emphasizes the role of social interaction and collaboration in the process of
cognitive development. In the context of language acquisition, scaffolding refers
to the support and guidance provided by more knowledgeable individuals, such as
parents, teachers, or peers, to help learners build and develop their language
skills. This could involve providing relevant vocabulary, modeling correct grammar
and syntax, or assisting with comprehension and communication.
The importance of scaffolding in language acquisition lies in its ability to facilitate
the learner's development of both linguistic and cognitive skills. Through
scaffolding, learners are able to engage in meaningful interactions and
experiences that promote the internalization of language and the construction of
their language knowledge. By providing appropriate support and guidance,
scaffolding enables learners to access language input and output that may be just
beyond their current level of proficiency, thereby promoting language
development.
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