isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

2.4.7. I-BALANCED APPROACH
UJoubert nabanye (2008, p. 94) babeka ukuthi le ndlela kumele kugcizelelwe ukuthi
ayiyona indlela yokufundisa ukufunda okubhaliwe, kodwa ingamalungiselelo kumbe
isendlalelo sokufundisa ukufunda okubhaliwe. Imbandakanya izindlela ezahlukene
zokufundisa ukufunda okubhaliwe, amasu okufundisa okubhaliwe, kuye ngokwenza
kwengane nengane. UStoicheva (1999) ubeka ukuthi i-balanced approach isho
ukuhlanganisa i-Whole Language Approach nendlela yokufundisa ngemisindo (phonic
approach). Abantwana bangeke bakwazi ukufunda okubhaliwe ngaphandle kokuba
baqonde imisindo. Abantwana kumele bazi imisindo nezimelamsindo ezibhalwe phansi
ukuze bakwazi ukufunda kahle.
Okuyiyona nto esemqoka ekufundiseni abantwana abancane ukufunda okubhaliwe,
ukufundisa imisindo ngokuthi isetshenziswe embhalweni kunokuba ifundiswe ngayodwa,
ukuze abantwana bakwazi ukwakha ubudlelwane phakathi kwezimelamsindo, imisindo
kanye nomqondo oqukethwe amagama. UMnyango weMfundo uyakukhuthaza
ukusetshenziswa kwendlela ye-balanced approach. Njengoba ngike ngachaza
phambilini, le ndlela ihlanganisa izindlela eziningi zokufundisa, amasu okufundisa, kuye
ngokwesidingo sengane kanye nendlela eyenza ngayo ekufundeni. UFarris nabanye
(2004) bechaza i-balanced approach kanje:
A decision-making approach through which a teacher makes thoughtful
decisions each day about the best way to help each child to become a better
reader and writer. A balanced approach requires and enables a teacher to
reflect on what he or she is doing and to modify instruction daily based on
the needs of each individual learner. The modifications are drawn from a
broad repertoire of strategies and sound understanding of children, learning
and the theoretical bases of these strategies.
Ngala mazwi acashunwe ngenhla, kusobala ukuthi kusemqoka ukuba uthisha abe
namakhono amasha usuku nosuku, aqinisekise ukuthi abafundi bakhe bathola
okubafanele, bafunda okudinga bakufunde, nokuhambisana nezidingo zabo ezahlukene.
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