Name.

:Nthabiseng

Surname. :Motloung

Student number :65401980

Module code. :EML1501

Due date :16 August 2024

Module code: EML1501 01 Assessment date: ______16 August
2024_____________

1. I know that plagiarism means taking and using the ideas,

writings, works or inventions of another as if they were one’s
own. I know that plagiarism not only includes verbatim copying,
but also the extensive use of another person’s ideas without
proper acknowledgement (including the proper use of quotation
marks). It also includes any Attempt to cheat the plagiarism
checking system. I know that plagiarism covers the use of
material found in textual sources and from the internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be
accurately referenced.
4. This assignment / exam file / portfolio is my own work. I
acknowledge that copying someone else’s work, or part thereof,
is wrong, and that submitting identical work to others constitutes
a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy
my work with the intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarized.
7. I understand that my assessment may be submitted
automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA
policies:

8.1Policy for Copyright and Plagiarism

8.2Policy on Academic ft Integrity

8.3 Student Disciplinary Code

Name Nthabiseng Motloung Student number: 65401980

Signed ………………………NG……………………. Date 13 August 2024

Question 1

1.1 Argue the significance of collaborative learning in a Foundation

Phase classroom.

Deeper learning is the result of active, social, contextual, engaging, and

student owned learning experiences. The benefits for students’ academic,
social and emotional development are significant in a collaborative learning
environment at the Foundation Phase. Here are the reasons :

 Social skills: collaborative learning nurtures the development of social

skills such as communication, cooperation and empathy. It helps
children to be able to work well in groups, listen to other people’s
opinions and express themselves.
 Language development: children have the opportunity to expand their
vocabulary, improve their language skills and learn new linguistic
structures when they engage in conversations with older people. This
can substantially contribute to the development of their language.
 Encouraging children’s confidence: As children actively participate in
discussions, share their views and receive feedback from peers and
older persons, collaborative learning can help them build confidence.
 Intellectual development: Children can engage in discussions, problem
solving, and critical thinking, which can enhance their cognitive
abilities, through collaborative learning. Children can develop greater
order thinking skills by interacting with peers and older persons.
 Diversity and inclusion: collaborative learning provides opportunities
for students with diverse backgrounds, abilities and learning styles to
be supported and to learn from each other, thereby promoting a more
inclusive classroom environment.
1.2 Assess the significance of scaffolding in language acquisition.
(10

The concept of Scaffolding, which Vygotsky has developed, is crucial to the

development of language skills and provides an enabling environment for
learners’ learning. Consider the following important points:
  Zone of Proximal Development (ZPD):Scaffolding operates within the
framework of the ZPD, which is a gap between what learners can do
independently and what they are able to accomplish through
assistance. With the assistance of a more experienced colleague, it
enables learners to transition from their existing level of competence
towards an increased one.

 Engage students: This method of instruction encourages engagement

and discussion between pairs or small groups of pupils in order to
improve their understanding of educational material. Learners and
teachers can collaborate and become more engaged with the content
than they would if working independently.

 Allows students to succeed: Scaffolding makes it more likely that pupils

will achieve their educational goals. You can provide students with
explicit instruction on how to complete a task and work with them
while they master the objective and can then work independently.

 Continuous withdrawal of the support: Scaffolding entails gradually

diminishing supports as learners become more proficient, giving them
responsibility for their learning. This process makes it possible for
learners to internalize the skills and knowledge they have acquired.

 Challenges students: Scaffolding challenges students to learn past

their current knowledge of a topic with the help of others. By providing
learners with the tools, guidance and feedback they need to build their
language skills, it contributes to cognitive development. This process
has helped the learners to improve their thinking and problem-solving
abilities.

1.3Provide a compelling argument regarding the significance of the

“zone of proximal development” in the context of language
learning.

 In language learning, the Zone of proximal development is a key

concept as it emphasizes the importance of scaffolding and provides
appropriate support for students. The ZPD highlights the gap between
what learners are able to do independently and what they can achieve
by means of guidance and instruction in language acquisition. The best
learning happens in this zone. For instance by understanding the
learner’s ZPD, teachers can tailor training to their specific needs,
 ensuring that the content is challenging but still achievable with
support. Educators may also provide appropriate levels of support and
gradually reduce assistance as learning progress is increased, by
identifying the ZPD.

1.4.Analyze 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.

Piaget’s theory of brain development, which outlines how children think and
understand the world as they get older, applies to their linguistic stages.
Language development takes place at the following stages:

1. Sensorimotor stage Birth to 2 years: infants are learning through

their senses and actions in this phase. They’re beginning to
understand the use of symbols like words for representing objects
and activities.
2. Development of language and symbolic thinking characterizes the
preparatory stage from two to seven years. In order to represent
objects, children begin to use words and symbols to play pretend
games. But they still have an egocentric view of things, which
makes it difficult for them to see things from other people’s point of
view.

Language Development at Ages 2 to 3

 Children are typically at the beginning of Piaget’s preoperative stage

between 2 and 3 years old. They gain knowledge and describe what
they’re seeing or experiencing in this stage. In order to communicate
their needs, thoughts and feelings they become more efficient at using
languages. Their language, however, is still developing and they may
have difficulties with grammar or syntax. They’re also starting to
engage in imaginative play, and they can use languages for creating
and acting.

QUESTION 2
2.1.Study the picture below and argue whether it is suitable to
develop Foundation Phase Learners’ language.

In order to develop a learners’ language at the foundation phase, the

classroom environment shown in the image may not be entirely suitable.
There are the following reasons:

 Lack of encouragement :There is limited visual and interactive stimuli

for language development due to the absence of pictures in walls,
books or pupils. For the development and comprehension of
vocabulary, these elements are essential.
 Lack of variety: learners may not be exposed to a wide range of
language contexts and materials when they are in the presence of just
computers. Language development may be enhanced by a more
diverse range of educational resources, e.g. books and art aids.
 Collaborative learning :The absence of learners in the group is an
indication that there are insufficient opportunities for interaction, such
as groups discussions and peer interactions, which has a significant
impact on language development.
 Lack of adequate materials :materials to be used in educational
establishments that engage children in a variety of activities and
lessons. It may be difficult for them to understand and develop new
knowledge if the materials in the learning areas are beyond the age of
the children, but instead, In this photograph, there are no appropriate
materials for the development of the language for the first stage
learners, which may cause discomfort and sometimes aggression,
which may lead to pushing.

2.2 Illustrate ideas you can use to make this classroom print rich.

1) Movable print
It’s a great addition to the print rich classroom to have a display in
your room where students can switch words and manipulate them.
There may be movable words on your sound wall, or you can have
an easel or a desk top with spoken words.
2) Students’ work
With your students, you can create a rich environment of print. The
use of students’ work in your print rich classroom is one way to do
this. Taking time to reread the displayed work, this is meaningful to
your students. In addition to word hunts and other activities,
student work may be included, It is to interact with the student’s
work, not just display it.
 3) Reading corner
To attract and entertain your students, set up a reading corner or
library in the classroom. A great selection of books and a pleasant
place to sit are needed. In order to increase interest, you may also
include other objects and materials.
4) Theme displays.
To create a print rich display, you can use any theme or topic you’re
interested in.All of these materials, linked to your theme, can be
used: creating word walls with high frequency words, vocabulary
words, or words related to the current unit of study. Photos of
classroom activities with captions and Words wall that uses the
special words of a given topic..

5) Earth print
In order to help students recognize and understand the print in the
world, they will be able to use environment prints like signs, labels
or logos from their community.

2.3 Discuss the role played by environmental print in enhancing

children’s reading skills.

 Recognition – children are regularly more interested and locked in in

objects or print that they recognize from their ordinary environment.
Natural print gives a sense of recognition to children, which can start
their interest and inspiration to translate and get it the printed words.
The environmental print provides children with a sense of familiarity
that can stimulate curiosity and motivation to decode and understand
the printed words
 Meaningful context: for example road signs, store names or product
labels, environmental print is often associated with a specific purpose
or function. Children are able to connect printed words with their
intended meaning through the presence of meaningful context in
environmental printing. This connection enables children to understand
the use of print in real life situations and helps them learn how it is
used.
 Phonemic awareness: The ability to recognize and manipulate
individual sounds in a spoken language can be developed through
environmental printing for young children. In addition, environmental
print often refers to uppercase letters or simple combinations of letters
 and makes it easier for children to identify the various sound
frequencies so that they can be grouped in a single letter.
 Print awareness: Environmentally printed materials also help young
children understand the mechanics of reading, e.g. directionality left to
right and top to bottom, word spacing and punctuation. Children learn
the rules and conventions of print, which allow them to develop future
reading and writing skills through exposure to environment printing in
various media.
 Vocabulary expansion: The environmental print allows children to learn
a variety of words and vocabulary that they are exposed to in their
everyday lives. Children are given the opportunity to develop their
vocabulary and connect between spoken and written language through
reading and recognizing environmental print labels, signs or symbols.

2.4. Evaluate and debate the multifaceted impact of parents in the

advancement of early literacy.

Parents play an essential role in developing early literacy, affecting a number

of aspects of the child’s development. The influence of parents on early
literacy development is considerable and complex, affecting children’s
readiness to go to school, their lifelong commitment to reading as well as
their academic progress over time.

 Modeling behavior :Similar habits can be established in children by

parents who read regularly and demonstrate a love of reading. Children
are more inclined to perceive reading as a good and fun activity when
they see their parents playing with books. Positive attitudes towards
learning and intellectual curiosity in children are fostered by parents
who model reading behavior.
 Encouraging writing: by providing materials for writing and drawing,
encouraging journal keeping, or helping children to write stories,
parents can facilitate the development of early writing skills. These
activities are designed to promote language development and
understanding of narrative structures.
 Academic Success: Parents may encourage their children to go to
libraries, reading programs and community events that reinforce
literacy skills. This means that schools can supplement what is taught
in the classroom with these resources, which could give students new
opportunities to learn.
 Social and Emotional Support: Parent involvement allows children to
take risks and explore reading without fear of failure, giving them a
 sense of security. The children’s motivation and their interest in literacy
can be enhanced by such a supportive environment.
 Cultural awareness: cultural awareness and empathy are fostered by
introducing children to a wide range of literature and storytelling
traditions. Parents may lead their children to libraries, reading
programs and community events that promote traditional literacy
among young people. These resources can be used to supplement the
lessons in schools and offer further learning opportunities on culture
and tradition.

Question 3

3.1. Explain how environmental print can be incorporated in the

classroom to promote Emergent reading.

 Creating a print rich environment by displaying signs, labels, and logos

around the classroom is one way to incorporate environmental print
into the classroom. This helps children to connect the pictures they’re
seeing in class with those that they see on a daily basis. Teachers may
also draw on the concept of ecological prints as a starting point for
their emergent reading activity.
 Teachers can, for example, set up scavenger hunts where children
search the school or classroom for special logos and markings. In this
way, children can learn to recognize and read the environmental print
in a fun and engaging way.
 In addition, teachers can develop literacy activities based on
environmental print like the creation of books or stories that include
familiar logo and signs. This can help children see the relevance of
reading and writing in their everyday lives and can motivate them to
engage with text.

3.2. List five ways in which early literacy manifests itself in young
children, as stated by Strickland et al (2004)

 Literacy learning begins early in life and is ongoing.

 Literacy develops concurrently with oral language
 Learning to read and write are both social and cognitive endeavors’ .
 Learning to read and write is a developmental process and it differ
form. One child to the other.
 Story books, in particular, reading family story books has a special role
in young children’s literary development.
3.3.Differentiate between storytelling and story reading.

There are two distinct ways to convey stories to the audience: story telling
and narrative reading. They differ in terms of the medium, the interaction
and the delivery, although both involve the sharing of stories.

STORYTELLING

Storytelling is the oral tradition of telling stories using words. It requires the
storyteller to use his or her voice, gestures and expressions in order to draw
viewers’ attention. Here are some characteristics of storytelling:

 Oral tradition: Storytelling has been a part of human culture for

centuries, passed down from generation to generation through oral
tradition.
 Interaction: Storytelling is a dynamic, participatory process. The
storyteller connects with the audience, creates connections and
involves them in his stories.
 Imagination and creativity: Storytelling relies on the imagination and
creativity of the storyteller to bring the story to life. In order to
enhance the storytelling experience, they may use a variety of voices,
sound effects and gestures.
 Adaptability: Storytellers have the ability to adapt their stories, taking
into account audience reactions and involvement. They’re free to
change the story, add or delete details, and tailor it to the tastes of the
audience.

STORY READING

Reading a written or printed text aloud to the audience is part of story

reading. By means of books or other reading materials, it relies on the
written word and the visual representation of the story. Some of the
characteristics of reading a story are as follows:

 Passive audience: the audience for reading stories is usually passive,

listening to the reader without actively participating.
 Visual aids: In order to enhance the experience of telling stories, visual
aids, such as illustrations or pictures in books, are often included in the
reading of stories.
  Written Medium: Story reading relies on written texts, such as books,
magazines, or digital devices, to convey the story.
 Consistency: Story reading follows the written text, maintaining the
original story’s structure, language, and details.

3.4.Discuss various strategies for reading aloud that can be used in

the Foundation Phase to Promote reading. (10)

 Encouraging children to predict the story by using images as clues may

help them become involved in reading. Your support as a teacher,
namely giving them clues is helpful in assuring them that they can
read. Please pause for a moment to reflect on the section that has
already been read. Ask the kids questions, and let them ask their own.
It’s an inquisitive mind that learns.
 Allows children to tell you a story as one group. Let’s do a sequence of
events in that story. It’s possible to do it in a fun way by splitting up
photographs according to the story. The activity may be carried out as
a group and later in their own capacity.
 To bring characters and stories to life, use a variety of voices, tones or
emotions. Modeling expressive reading helps children understand the
emotional and narrative aspects of a text, promoting better
comprehension.
 Help children to understand this story in their lives, other books they’re
reading or the world around them. It increases comprehension and
relevance when we make personal connections.
 Set up a regular reading time in the classroom or home. Consistency
promotes a positive attitude towards literacy among children, helping
them to associate reading with comfort and pleasure.

References

1. https://www.studocu.com/en-za/messages/question/8185277/Argue-
the-significance-of-collaborative-learning-in-a-Foundation-Phase-
classroom.
2. https://www.classace.io/answers/evaluate-and-debate-the-
multifaceted-impact-of-parents-in-the-advancement-of-early-literacy
3. https://www.studocu.com/en-za/messages/question/3085317/
differentiate-between-storytelling-and-story-reading-provide-examples-
to-support-your-answers
4. https://www.studocu.com/en-za/messages/question/8359460/provide-
a-compelling-argument-regarding-the-significance-of-the-zone-of-
proximaldevelopment
5. https://www.studocu.com/en-za/messages/question/7876375/assess-
the-significance-of-scaffolding-in-language-acquisition
6. https://www.classace.io/answers/explain-how-environmental-print-can-
be-incorporated-in-the-classroom-to-promote-emergent-reading
7. https://www.studocu.com/en-za/messages/question/7891404/evaluate-
and-debate-the-multifaceted-impacts-of-parents-in-the-advancement-
of-early-literacy
8. https://www.indeed.com/career-advice/career-development/vygotsky-
scaffolding
9. https://www.classace.io/answers/justify-the-importance-of-
environmental-print-on-the-enhancement-of-emergent-reading-in-
young-children
10. https://www.studocu.com/en-za/messages/question/8393764/
study-the-picture-below-and-argue-whether-it-is-suitable-to-develop-
foundation-phase-learners
11. https://topnotchteaching.com/time-saving-tips/print-rich-
environment/
12. https://www.studocu.com/en-za/messages/question/7904566/
analyse-piagets-stages-of-language-development-and-motivate-at-
which-stages-children-between-the
13.