n South African Journal of Education - Introduction of co-operative learning to Grade 4 learners in some disadvantaged schools

Volume 23, Issue 2
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



The nature of co-operative learning among Grade 4 learners who, for the first time, were confronted with a task-based approach in the social sciences was investigated. The investigation was undertaken in three schools in Mangaung, a typical disadvantaged community. The main source of qualitative data consisted of transcriptions of the audio-taped verbal interaction of learners working in groups. For the purposes of this article six events were chosen from the corpus of transcriptions. These events are presented in the original Sesotho with translations in English in a turn-by-turn format. The verbal interaction is analysed in terms of the speech acts performed by the learners in turn-taking. The communicative analysis reveals the way in which learners spontaneously took on social roles by fulfilling certain functions and were actively involved in a meaning-making process during which collaborative and goal-directed learning took place.

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