isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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kungafundwa ngekhanda kodwa ekuhambeni kwesikhathi abantwana bangafunda ukuhumusha okubhalwe phansi. Ngaphandle kwalokhu, le ndlela ingagqugquzela ukuba abantwana bakopishe okubhalwe nguthisha, noma ngabe abakubhalayo kungaba namaphutha. Le ndlela yokufundisa ukufunda okubhaliwe isetshenziswa ukukhulisa izinga lokufunda umbhalo unjengoba unjalo (decoding) nokufunda ngokuwuqondisisa. Abantwana abasafufusa badinga ukufundiswa nokuba babambe iqhaza bathuthuke ekufundeni kwabo. I-Language Experience Approach (LEA) ivumela abantwana ukuba bafunde okubhaliwe emazingeni ehlukene. Ngale ndlela, uthisha ufundisa izinto ezahlukene ngesikhathi esisodwa, esebenzisa amagama avela ngakubafundi kanye nolimi abalujwayele. Isukela emqondweni wokuthi ulimi kumele lusetshenziswe ukudlulisa imibono, imicabango, kanye nezincazelo (Vacca et al, 2006). Isibonelo sale ndlela, ukubhalisa abafundi indatshana. Lapha, abafundi bazakhela izifundo, besebenzisa ulimi lwabo abalusebenzisayo. Abafundi bangazakhela izindaba zabo, izindaba abazakha beyiqembu, abakubhalayo, ukufunda kuzwakale indaba noma inkondlo ifundwa nguthisha nabafundi. Le ndlela ingasetshenziswa enkulisa, ebangeni lokuqala noma lesibili ekufundiseni ukufunda kwekilasi lonke, nokugcina irekhodi lokwenza komfundi. Ngale ndlela, izinto esezake zehlela umfundi noma wazenza zilekelela ekufundeni ulimi (Gunning, 2005, p. 105). I-Language Experience Approach iqala ngokuthi ikilasi lixoxe lonke, omunye nomunye axoxe indaba yakhe ngakwaziyo noma ngokwake kwamehlela. Emva kwalokho uthisha ucela abafundi ukuba bakhe indaba ngalokhu abakade bekuxoxa, akubhale eshadini elikhulu. Emva kwalokho uthisha ufunda le ndaba afundele ikilasi. Ngesikhathi abafundi befunda le ndaba, eqhamuka kwabebekusho, kwakheka ulwazimagama. Ukusukela lapha, uthisha usengagxila kokukodwa afundise ngakho-ke, kuye ngokuthi yikuphi okudingwa yikilasi lakhe. 75
2.4.6. I-WHOLE LANGUAGE APPROACH I-Language Experience Approach iyingxenye ye-Whole Language Approach. Kule ndlela kunokugcizelelwa kobudlelwane obuphakathi kokulalela, ukufunda, ukukhuluma, kanye nokubhala. Abacwaningi bale ndlela bathi iyi-top-down ngoba umqondo wombhalo uncike olwazini oluyisisekelo noma oluvele lukhona kanye nomqondo oza nomfundi wombhalo. Umfundi wombhalo wakha imicabango engafakazelwanga (hypotheses) aqagele, acabange okuzokwenzeka embhalweni, alandele umbhalo ukuze aqinisekise lokho abekade ekuqagelile (Wren, 2009). Umbono ngale-Whole Language Approach ukuthi ukufunda kuzenzakalela nje ngokwemvelo, okungehlukile ekufundeni ukukhuluma. Abacwaningi bale ndlela, bavumelana ngokut hi ingane ephila lapho kuvame okubhaliwe, nehlala ekhaya lapho kunezinto eziningi ezibhaliwe, njengezincwadi, amaphephandaba, nomabonakude, ingakwazi ukufunda okubhaliwe ngaphandle komzabalazo omkhulu. Lokhu kungabandakanya ulwazi oluqhamuka kokukhulunywayo, okulalelwayo, olufundwa phansi, kanye nolubhalwayo, kuhlanganisa nezithombe (Wren, 2009). Ingane encane ekilasini lapho kusetshenziswa khona le ndlela, ihlinzekwa ngencwadi elula, enezithombe, enokuphindaphinda kokubhaliwe, ngaleyo ndlela incwadi ize ijwayeleke enganeni futhi iyijabulele. Okuyiyona nto esemqoka ekufundiseni ngale ndlela ukuthi akukhona ukufunda ngobunyoninco noma ukufunda ‘kahle’ kodwa ukuba ingane iqondisise ekufundayo nokuba izuze uthando lokufunda, ikujabulele ukufunda okubhaliwe (Wren, 2009). Ngale ndlela, abantwana akulindelekile ukuthi bafunde igama ngegama elisembhalweni kodwa bayavunyelwa ukuba bafake awabo amagama noma ngabe engekho embhalweni lowo, inqobo nje uma lokho kunomqondo. Ngakho-ke ngokwale ndlela, kuyacaca ukuthi ukufunda okubhaliwe kungeke kwathiwa kwenzeka ngendlela ethile ehlukile, kube nesikhathi esibizwa ngokuthi esokufunda umbhalo futhi kube nendlela eyodwa yokukwenza. Kusemqoka futhi ukuthi abantwana babe nezincwadi zokufunda noma ngabe bengakakwazi ukufunda, bajwayele okubhaliwe, ngoba lokhu kubakhuthaza ukuba bafunde okubhaliwe (Joubert et al, 2008, p. 95). 76
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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
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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
Page 59 and 60: yokuthi zase zinezingane okudinga z
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
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Page 77 and 78: ngokuqondisisa (comprehension), uku
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 and 102: Ububi bale ndlela yilobu obulandela
Page 103: 2.4.4 INDLELA EYINGXUBE (ECLECTIC A
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
Page 125 and 126: lungathathwa njengeziqalo zocwaning
Page 127 and 128: ongumhlanganyeli wocwaningo bavumel
Page 129 and 130: ngalokhu ocwaningwayo akushilo, aza
Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
Page 133 and 134: kuyindawo esengake ngahlala kuyo. N
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
Page 143 and 144: 4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
Page 145 and 146: feminists, yama-constructivists, ya
Page 147 and 148: ewufundayo, indawo lapho esuke ifun
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Page 151 and 152: ndawo lapho lukhulunywa khona kanti
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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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isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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