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An exploratory study to investigate the use of concrete manipulatives to support language acquisition and vocabulary development in grade 1 learners

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the degree of Master of Education
Johannesburg, 2016. / The aim of this research is to understand how the use and manipulation of concrete tools, specifically six DUPLO bricks, can impact language acquisition and vocabulary development in second language learners. The study works within a social constructivist paradigm and draws on the work of Vygotsky (1978b). This is an exploratory study and the data is gathered from observations, focus group sessions and semi-structured interviews. The research is conducted over a period of 14 weeks with one class of Grade 1 children who are learning through the medium of English but are also second language learners. The selected school was a northern suburbs government school. The findings show that the children did benefit from the intervention and that learning was enhanced through tactile activities and embodiment. The social collaborative learning through play provided the best opportunities for language acquisition and the development of a shared repertoire of vocabulary. The research study has implications for the theory and practice of teaching early literacy in South Africa in particular language learning and vocabulary development. / MT2017

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/22617
Date January 2016
CreatorsSmith, Linda Margaret
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeThesis
FormatOnline resource (121 pages), application/pdf

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