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Published:
Oct 1, 2015DOI:
10.4314/jlt.v49i1.6Keywords:
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Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-ND 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
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Working in the Zone of Proximal Development (ZPD) in the English classroom: A Case Study on the Teaching of Literature
Abstract
This paper details an innovative approach to the teaching of literature (fiction) in a Grade 10 convent classroom. This was embedded within a module on English teaching which took six months of the school year. It, however, took the teaching in a deeper way than envisaged in the curriculum, using as it does a theory of school learning within “The Cultural Historical Activity Theory”. The concepts used include “mediation”, “the zone of proximal development,” “the double move”, and “the social situation of development”. The outcome of this teaching experiment was a high level of learner competence in working with South African fiction.
Keywords: Vygotsky, Hedegaard, Cultural Historical Activity Theory, Fiction, Mediation, Zone of Proximal Development, Group Work
