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3.1 ISINGENISO ISAHLUKO 3 UMKLAMO NEZINDLELA ZOCWANINGO Esahlukweni esedlule ngikhulume ngokubuyekezwa kwemibhalo. Ngixoxe ngocwaningo oseluke lwenziwa mayelana nokufunda okubhaliwe / umbhalo eNingizimu Afrika nakwamanye amazwe aphesheya kwezilwandle. Ngixoxe nangezinjulalwazi ezahlukene zokufunda okubhaliwe, kuhlanganisa naleyo esetshenziswe ukuhlaziya ulwazi olutholakele okukhulunywe kafushane ngayo esahlukweni esedlule ngenxa yokuthi kusazokhulunywa kabanzi ngayo esahlukweni sesine. Ngixoxe nangezindlela namasu okufundisa ukufunda okubhaliwe, ngagcina ngokubukeza imibhalo emayelana nocwaningo lwezinkolelo zothisha nobudlelwano ezinabo ngabakufundisayo. Kulesi sahluko kuzokhulunywa ngomklamo nezindlela ezisetshenzisiwe ukuqoqa ulwazi locwaningo ukuze kutholakale izimpendulo zemibuzongqangi yocwaningo. Kuzokhulunywa ngezindlela ezalandelwa ekuqoqeni ulwazi olwaludingeka, kulandele izindlela zokuhlaziya. Emva kwalokho kuzoxoxwa ngenkambiso elungileyo eyalandelwa ukuze ucwaningo lungephuli imigomo yenkambiso elungileyo. Ngaphandle kwalokhu kuzovezwa ukuthi yikuphi umcwaningi akwenza ukuze aqinisekise ukuthi ucwaningo kube ngolukholekayo nelinobuqiniso. Kubalulekile ukukhumbuza umfundi walo mbiko ukuthi imibuzongqangi ephendulwa yilolu cwaningo mithathu futhi yilena elandelayo: (i) Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu ulimi lwasekhaya? (ii) Othisha bakufundisa kanjani ukufunda okubhaliwe olimini lwasekhaya lwesiZulu kubafundi bamabanga aphansi? (iii) Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo olimini lwasekhaya lwesiZulu? Le mibuzongqangi yiyona elawula izindlela namasu asetshenziswe ukwenza lolu cwaningo. 85
3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UCWANINGO 3.2.1 IPHARADAYMU (PARADIGM) I-pharadaymu inikeza uhlaka lwamagama okuyiwona alekelela umcwaningi ukuba abone futhi akhe umqondo othile mayelana nokwenzeka kwesimo esithile. UBurrell benoMorgan (1979, p. 24) babeka ukuthi ukuba ngaphansi kwepharadaymu kusho indlela obuka ngayo umhlaba. Futhi-ke nangempela i-pharadaymu ibizwa ngokuthi ukubukeka komhlaba (world view) (Patton, 1990, p. 37). Lolu cwaningo-ke nalo lungaphansi kwepharadaymu ngoba lubuka umhlaba ngehlo lepharadaymu olungaphansi kwayo, iconstructivist paradigm. USherman (1995), noBerger benoLuckmann (1967), kanye noRowlands (2005, p. 83) bathi i-constructivism ithungatha incazelo ezintweni eziphathelene nomphakathi noma nenhlalo yabantu futhi igcizelela ukuthi abantu bayazakhela izikhungo zabo, imigomo elawula lezo zikhungo noma amaqembu abo enhlalo. Njengokuthi nje i-constructivist paradigm igcizelela ubumqoka bokuba kubhekwe ukuthi abantu abathile abehlukahlukene bazakha kanjani izinkolelo zabo noma lezo zinto abakholelwa kuzo (Lincoln & Guba, 1989, pp. 44-45). Ngaleyo ndlela, lolu cwaningo luhlose ukubheka ukuthi othisha basemabangeni aphansi (ibanga lesibili nelesithathu) bakufundisa kanjani ukufunda okubhaliwe, futhi bakuchaza kanjani. Lokhu kuveza umqondo wokuthi abakwenzayo nabakushoyo bakwenza ngoba bekholelwa ukuthi kufanele kwenzeke ngendlela abakwenza ngayo. Kungenxa yalesi sizathu-ke ukuba le pharadaymu ifanelane nalolu cwaningo. 3.2.1.1 I-CONSTRUCTIVIST PHARADAYMU (CONSTRUCTIVIST PARADIGM) I-constructivism yindlela esetshenziswa wothisha ekufundiseni izifundo ezahlukene, kanti futhi ivela ocwaningweni lokucubungula ukuthi abantu bafunda kanjani (Farstrup & Samuels, 2003, p.26). Njengoba oFarstrup no Samuels bebeka, lokho okufundwayo kungeke kwahlukaniswa nendawo noma nesimo okwenzeka kuso. Ngakho-ke iconstructivism igcizelela ukuthi abantu abathile noma abantu bamaqembu athile enhlalo bazakha kanjani izinkolelo zabo, noma izinkolelo abanazo ngezinto abazenzayo. 86
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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
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angamaphesenti angama-21 (Zulu Lang
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phakathi neKwaZulu-Natal, esikhulun
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inhlolokhono isenziwa ngaso isiNgis
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yokuthi zase zinezingane okudinga z
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zonke izinsuku. Uma abafundi sebefu
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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
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
Page 91 and 92: kuphela, kodwa nomuntu omdala uyafu
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 and 104: 2.4.4 INDLELA EYINGXUBE (ECLECTIC A
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: ucwaningo luveza ukuthi abakwenzayo
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Page 119 and 120: umcwaningi aqonde kahle ukuthi othi
Page 121 and 122: kahle konke abakushoyo. UFilstead (
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Page 129 and 130: ngalokhu ocwaningwayo akushilo, aza
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
Page 147 and 148: ewufundayo, indawo lapho esuke ifun
Page 149 and 150: ulwazi olusha nolwazi abavele benal
Page 151 and 152: ndawo lapho lukhulunywa khona kanti
Page 153 and 154: ukuze kucace indawo ami kuyo ezinca
Page 155 and 156: ukuze kuthi lapho esekhulile, kuthi
Page 157 and 158: Oluningi ucwaningo lwaluvama ukubhe
Page 159 and 160: Baningi abazali abangakhulumi nezin
Page 161 and 162: umphakathi nakho konke okuyizungezi
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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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