isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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2.4.3 I-LOOK AND SAY METHOD Le ndlela isukela enjulalwazini okuthiwa yi-Gestalt, egxila kokuphelele kunokuba igxile ezingxenyeni zokuphelele. Yaziwa kakhulu ngokuthi yi-global method. Iyindlela e- analytical ngoba igxila kokuphelele bese ihlaziya izingxenye zalokho (Joubert et al, 2008, p. 91). Ngokwe Gestalt theory, izingxenye zokuphelele zakha okuphelele, okuyi- Gestalt. Le gestalt yilokho umuntu ahlangabezana nakho ekuqaleni ( Jordaan & Jordaan, 2000, p. 16). ULevy (2009) ubeka ukuthi i-look and say method ibuye yaziwe ngokuthi yi-look and see noma yi-Whole Language Approach. Ngokwakhe uLevy, ngale ndlela ye-look-and-say ingane ifunda igama eliphelele lapho ilithi nhla, kunokuba ifunde uhlamvu nohlamvu lwegama noma lwemisindo. Ukufundisa igama eliphelele, uthisha usebenzisa amagama asikiwe (flash cards) nezithombe ukumela igama elithile. Uthisha angabiza igama aliphimise enzele ingane kunokuba kube yiyo ingane esho lelo gama isholo yena, bese uthisha ecela ingane ukuba ilibhale lelo gama. Ngaleyo ndlela lokhu kulekelela ekutheni kwande isibalo samagama ingane ekwazi ukuwahlonza nokuwaqonda, okusiza ekutheni ingane ikwazi ukulibona lelo gama. Imisho esikiwe (sentence strips) iyasetshenziswa ukufunda imisho. Amagama ayasikwa, igama negama elisemushweni lizihambele lodwa, bese umusho uphinde wakhiwe kabusha, umiswe ngezindlela ezahlukene. Ekugcineni, uthisha uxoxa indaba. Amagama akha indaba asuke ekhona emishweni esikiwe. Abafundi basebenzisa imisho esikiwe ukwakha indaba. Imisho iyabhidlizwa, abafundi bazakhele eyabo imisho ngawo. Njengoba kungekho soka elingenasici, le ndlela nayo bayayigxeka abanye abacwaningi ngokuthi ayizinikezi izingane amathuluzi okukwazi ukuziphimisela zona ngokwazo amagama. Ngale ndlela, ingane ifunda ngekhanda kunokuba ifunde ukuthi izinhlamvu nemisindo kusebenza kanjani ndawonye ukwakha amagama aphelele. Yingakho-nje abanye abacwaningi bekholelwa ukuthi ukusebenzisa le ndlela ngokuyihlanganisa nendlela yokufundisa imisindo, kungasiza izingane ekufundeni amagama alukhuni. 73
2.4.4 INDLELA EYINGXUBE (ECLECTIC APPROACH) Indlela engxube (eclectic approach) ihlanganisa indlela yokufundisa izimelamsindo ( imisindo) kanye ne-look-and-say method. Isebenzisa umusho kanye negama okuyizinto eziphelele, (Joubert et al, 2008, p. 92). I-Answers.com (2009) iveza ukuthi le ndlela isebenzisa izindlela ezahlukene ukuletha isixazululo lapho kufundwa, kumbe lapho kutholakala inkinga. Igama elithi ‘eclectic’ lisukela egameni lesiGriki elithi eklegin, okusho ukukhetha. Isibonelo, umuntu one-eclectic taste yamaculo omshado uthanda izinhlobo ezahlukahlukene zamaculo omshado, aqhamuka ezinhlotsheni ezahlukene zamaculo omshado kanye nasemasikweni ehlukene. Lokhu kusho ukuthi ukusebenzisa le ndlela akusho khona ukuthatha okuyimbijana laphaya nalaphaya, kodwa konke lokhu okuyiwona maphuzu asemqoka ngaleyo naleyo ndlela kusetshenziswa ngempumelelo ukulekelela ingane ukuba yakhe umqondo ngekufundayo. 2.4.5. I-LANGUAGE EXPERIENCE APPROACH UFlanagan (1995, p. 33) uthi: The Language-Experience Approach to the teaching <strong>of</strong> reading is based on the understanding that language and culture are intertwined- we learn to use language according to the way the people in our immediate community (our parents, family, community, church) use the language. Ngale ndlela, lokho ingane eke yakubona noma yakwenza noma kwayehlela (Grunning, 2005, p. 105) kusetshenziswa ukufundisa ukufunda okubhaliwe kanye nokubhala. Ingane ixoxa indaba yayo, ixoxe ngezehlakalo ezithile eke yazibona noma zayehlela, eke yakuzwa noma ngekubone esithombeni. Ingane ingachaza ngokwenzekile noma ngesehlakalo icele uthisha ukuthi akunikeze isihloko esithile abese esibhala ebhodini. Ingane ibe isifundela abangani bayo ekilasini. Ngale ndlela ingane yakha ibhuku layo lokufunda umbhalo noma incwadi yezindaba. Futhi ingane ifunda ukuthi izimpawu ezibhalwe phansi zimele amagama akhulunywayo nokuthi lezo zimpawu zingafundwa ziphindaphindwe zingaguquki kwezikushoyo. Abantwana ‘bangafundisana’ ukufunda imibhalo yomunye nomunye ngokushintshana. Ekuqaleni, ukufunda umbhalo 74
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AN EXPLORATION INTO THE PEDAGOGY OF
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DECLARATION I, ZINHLE PRIMROSE NKOS
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I dedicate this thesis to the follo
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ACKNOWLEDGEMENTS Numerous people ha
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AMAZWI OKUBONGA Ngifisa ukubonga ku
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ABSTRACT The problem of poor readin
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ukuba zithuthuke ekufundeni okubhal
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UHLU LWEZELEKO (LIST OF APPENDICES)
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IZINCAZELO ZAMANYE AMAGAMA ABALULEK
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16. Inhlololwazi (interviews) izing
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ISAHLUKO 1 ISENDLALELO SOCWANINGO O
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2.5.2.1 UKUZILUNGISA (SELF CORRECTI
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
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9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
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Harly, 2006). USolwazi uSolomon Sib
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Ngesikhathi kusungulwa i-Readathon
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10 kuya phezulu. Ngikusho lokhu ngo
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Uhulumeni waseNingizimu Afrika usus
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laseNingizimu Afrika kuphela, kodwa
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okufunda, ukubhala kanye nokubala a
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Kokubili-ke isiZulu njengolimi lwas
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lwasekhaya bayahlomula ngalezi zinh
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imiphumela yocwaningo lwangonyaka w
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Kodwa manje ukufunda ukufunda okubh
Page 51 and 52: 1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
Page 53 and 54: angamaphesenti angama-21 (Zulu Lang
Page 55 and 56: phakathi neKwaZulu-Natal, esikhulun
Page 57 and 58: inhlolokhono isenziwa ngaso isiNgis
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Page 61 and 62: zonke izinsuku. Uma abafundi sebefu
Page 63 and 64: enza iphutha lo mfundi kwakuyinduku
Page 65 and 66: 1.14 INHLOSO YOCWANINGO NALAPHO LUG
Page 67 and 68: � Isahluko sesihlanu sethula umbi
Page 69 and 70: 2.1 ISINGENISO Esahlukweni esedlule
Page 71 and 72: Njengoba sengike ngachaza, ucwaning
Page 73 and 74: kokubuka othisha ngenkathi befundis
Page 75 and 76: ) nokufunda okubhaliwe ngesiNgisi u
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Page 79 and 80: Ngaphandle kolwazi abafundi abavele
Page 81 and 82: ngayo lapho befunda ulimi lwabo iba
Page 83 and 84: ULevine nabanye (2000) bathi: “Th
Page 85 and 86: uzoveza ulwazi olusha kulo mkhakha
Page 87 and 88: 2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
Page 89 and 90: ezincane. Isibonelo, izinhlamvu (le
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Page 93 and 94: uvele ukhona embhalweni (does not r
Page 95 and 96: ngolimi, amakhono okuhlaziya amagam
Page 97 and 98: usedlulile ebangeni lesithathu esik
Page 99 and 100: kodwa nasezincazelweni nasekwakhiwe
Page 101: Ububi bale ndlela yilobu obulandela
Page 105 and 106: 2.4.6. I-WHOLE LANGUAGE APPROACH I-
Page 107 and 108: 2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
Page 109 and 110: ekufundiseni ukufunda emabangeni om
Page 111 and 112: 2.5.3 AMASU ASETSHENZISWA NGEMVA KO
Page 113 and 114: ucwaningo luveza ukuthi abakwenzayo
Page 115 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
Page 117 and 118: semfundo njengoba onke amanye amakh
Page 119 and 120: umcwaningi aqonde kahle ukuthi othi
Page 121 and 122: kahle konke abakushoyo. UFilstead (
Page 123 and 124: akusiwona amagama angempela ngenxa
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Page 127 and 128: ongumhlanganyeli wocwaningo bavumel
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Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
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Page 135 and 136: engingakaze ngizwe ngayo phambilini
Page 137 and 138: yokulandelisa, eyayilandela umbuzo
Page 139 and 140: kwalawo ma-themes athe ukujula impe
Page 141 and 142: ingakwazi ukwenabela kubantu, noma
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Page 145 and 146: feminists, yama-constructivists, ya
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ukuze kucace indawo ami kuyo ezinca
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ukuze kuthi lapho esekhulile, kuthi
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Oluningi ucwaningo lwaluvama ukubhe
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Baningi abazali abangakhulumi nezin
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umphakathi nakho konke okuyizungezi
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oqinisekisa ukuthi ukufunda okubhal
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ngoba konke lokhu kuzomsiza ekuthen
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ibeka ukuthi ulwazi lwemisindo lush
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I- Teachers Handbook for Teaching R
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4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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ngokuqondisisa kuncike olwazini umf
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Kanjalo ne-The Reading Comprehensio
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ilandela imiyalelo edingwa yimibuzo
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ngaphandle kukankamisa ‘i’. Unk
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njengoba echaza ukuthi abanye abant
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Kwaqapheleka ukuthi othisha abaning
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ongakhulumi, ngoba basuke bengekho
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Sekuzoxoxwa-ke ngaleli dada, nobeng
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uNtombifuthi waphendula kanje ngenk
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ungakhulumi ngemisho enemisindo aba
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eseyifundile, uye abasize abalekele
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Kanti uthisha uZandile ubeka kanje:
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ingaveza isithombe sakwandabazabant
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Lapho bebuzwa ukuthi ziyiphi ezinye
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Njengoba ucwaningo oluningi luveza
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Kwesinye isikhathi ngiye ngenze sam
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efunda ngabodwana. Imvamisa bafunda
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Baye baphendule imibuzo...mhlampe k
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anolwazi oluthile ababelana ngalo a
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5.2.6. UKWENZA IKILASI LIKUFANELE U
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ayijwayele ukuba nenkinga esikoleni
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ngokungangingizi kanye nokufunda ng
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asebenzisa ziphi izindlela namasu,
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okwenzeka kulezi zikole zombili, ko
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Ngezansi yisibonelo semisindo eyayi
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elehlukile, njengokuthi nje enze ok
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L: Ngephini T: Yebo iphini L: Pheph
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L: Liyaphephuka T: lenzenjani iphep
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Fig. 4 Umsebenzi owawubhalwa ekilas
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Emva kokufunda amagama ephindelelwa
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Lokhu kwaveza umqondo wokungahleli
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Lo mfundi owayenza lo msebenzi, kuy
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lokhu, okuyinto okumele ngabe uyijw
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Fig. 11 Umsebenzi womfundi 2 wesibi
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Fig. 13 Umsebenzi womfundi 4 wesibi
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ngokwakwenzeka esikoleni iGolide en
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L: Uphethwe yikhanda T: Omunye futh
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Reading Rockets, 2009; Zimmermann &
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6.2.2.4 NGOLWESINE NgoLwesine uthis
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Kule ndaba kuyakhombisa ukuthi uthi
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ngamunye umusho akhombe ingane ukub
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okubhaliwe kumfundi. Okwenzeka kule
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umcwaningi wayefuna ukuqiniseka uku
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7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
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Nakuba ebangeni lesithathu amagama
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Lapho sebeqedile ukufunda amagama u
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L: Ingwici. T: Konje uma uphethwe i
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Fig. 19 Imisho eyayigcwaliswa ngaba
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amabili ayewahlukanisile ekilasini.
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ebhodini, bese ethi abakhe imisho n
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ubudlelwano nokufundwa kombhalo, ng
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T: Ake siphinde siwafunde sonke fut
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7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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(Lehr et al, 2008; Duffy, 2009; Mak
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L: UMaza noZola. T: Konje sitheni n
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T: Funda. L6: Izindaba ku-TV zaziyi
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ngezinye izindlela. Yingakho nje ng
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abazange baye emtatsheni wolwazi. I
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ndlela ye-look-and-say ingane ifund
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kufanele bafunde ngokuqonda umbhalo
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omunye onconyiwe nguthisha. Lokhu k
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ezinganakwa ngabazali, nakuba zazik
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T: Nizobhala isipelingi, kumele nit
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7.3 IQOQA LESAHLUKO Kulesi sahluko
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8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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yokufundwayo njengokuthi zizakhele
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phambili ekwakhiweni kolwazi olusha
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okubhaliwe. Kanjalo no-Inglis naban
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for Learning; kanjalo ne-National R
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Njengoba ngike ngachaza esahlukweni
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La mazwi akhombisa ukuthi kade yaba
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Nokho-ke lokhu akusho ukuthi ukufun
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Ngakho-ke ngenxa yokungabi naso isi
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8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
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ukukhuluma afana namabizo athile, i
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sezingxoxo ezaba ngemumva kokubukel
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La mazwi angenhla angethusa ngoba a
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siyazifaka izinyanga zonyaka zesiZu
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9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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Nakuba ngokwabo beziveza izizathu z
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ngokuzokwenzeka embhalweni, ziseben
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oluzobheka izindlela zokufundisa ok
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yini ngenxa yezilimi zabo ezingeson
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IMITHOMBO ESETSHENZISIWE Abadzi, H.
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Barone, D. (2002). Literacy Teachin
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Bohannan, J.N. (1993). Theoretical
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Cohen, L., Manion, L. and Morrison,
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Dickinson, D.K. and Neuman, S.B. (2
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Fecteau, M.L. (1999). First and Sec
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Hamlyn, M. (07 January 2010). Motsh
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Kukan, L., and Beck, I.L. (1997). T
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Magubane, K. (2008). Major Plans to
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National Reading Panel. (2000). Tea
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Pardo, L.S. (2004). What Every Teac
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RAND Reading Study Group. (2002). R
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Segalwe, O. (2006). SA's R6bn Liter
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Stahl, S.A. and Miller, P.D. (1989)
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Thorndike, R.L. (1973). Reading Com
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Wessels, M. and van den Berg, R. (1
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ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
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5. Ngesikhathi sezingxoxo wawubeke
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Seating arrangement Does the seatin
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The study will benefit the school i
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• Findings will be disseminated t
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• The school will have an opportu
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Uma unemibuzo mayelana nalolu cwani
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ISELEKO 9: UMSEBENZI KATHISHA UTHAN
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ISELEKO 11: IKHADI LOKUBONGA LEZING
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