isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Ngamanye amazwi benza kanjani ukuthi abakwenzayo kubonakale kuyiyona nto okumele ithathwe njengefanele yenziwe. Abacwaningi abaningi bayavumelana ngokut hi umuntu nomuntu uzakhela yena ulwazi kunokuba aluthole kwabanye abantu. Ngale ndlela, ama-constructivists avumelana ngokuthi ingane ifunda kangcono lapho izitholela yona ulwazi ngokuba izibonele into ethile yenzeka futhi ibambe iqhaza elibalulekile ekufundeni kwayo (Language of Learning, 1997). I-constructivism ibeka ukuthi ulwazi akukhona nje ukuthi lumayelana nomhlaba, kodwa lwakhiwa yiwo umhlaba (knowledge is not about the world, but rather constitutive of the world) (Sherman, 1995). Lokhu kusho ukuthi ulwazi aluyona nje into eyisimbelambela esibekwe laphaya ukuba lowo nalowo ofuna ulwazi avele azitapele alusebenzise, kodwa ulwazi lwenziwa ngumuntu, ekwenza lokhu ngakubonile ngaleyo nto afunda ngayo. Lokhu kusho ukuthi lapho kufundwa okubhaliwe, i-constructivism igcizelela ukubaluleka komfundi okunguye ofundayo, uthisha ofundisayo nendawo okufundwa kuyo. Injongo enkulu ye-constructivism ukwakha abantu abazobamba iqhaza elibalulekile ezintweni ezenzakala endaweni abaphila kuyo. Ngaleyo ndlela abantwana kumele banikezwe ithuba lokuba babambe iqhaza elibonakalayo ekufundeni kwabo nabakwenzayo (Farstrup & Samuels, 2003). Ngamanye amazwi, i-constructivism isenza siqonde kahle ukuthi ukufunda kusho ukubamba iqhaza ekufundeni kwakho wena ofundayo uqobo, ukuze kube ngokunomqondo noma okunezithelo ezinhle; ngokuba ube yingxenye yokwenzeka emphakathini, ngokosikompilo, ngokwepolitiki nangokuncike emlandweni othile. Ngale kwalokhu, ama-constructivists ayakugcizelela ukuthi akunamqondo ukuba uthisha avele azithathele eyedwa nje izinqumo ngokuzofundwa bese evele enikeza abantwana ulwazi, ngaphandle kokuba abenze babe yingxenye yokufundwayo futhi babonakale bebambe iqhaza elibonakalayo ngabakufundiswayo, aphinde ahlole ukwenza kwabo ekwakheni umqondo. Ngamanye amazwi uthisha kumele abeke ingane phakathi nendawo kube yiyona esemqoka ekufundeni, yena akhombe kuphela indlela kumbe ayibonise. Ngale ndlela, i-constructivist paradigm ihambisana kahle nalolu cwaningo oluhlose ukubheka ukuthi ingane ithuthuka kanjani ekufundeni okubhaliwe, okuyinto esemqoka emfundweni yayo futhi okuyiyona nto eyisisekelo 87
semfundo njengoba onke amanye amakhono olimi encike ekufundeni okubhaliwe (Pretorius, 2000, 2002; Rosenblatt, 2004; Ruddell, 2004; Segalwe, 2006; Sweet & Snow, 2003). Kanjalo-ke nayo i-constructivist paradigm igcizelela ukuthi ulwazi lwakheka kanjani enganeni efunda okubhaliwe. 3.2.2 UCWANINGO LOBUNJALO BOTHO (QUALITATIVE RESEARCH STUDY) Lolu wucwaningo lobunjalo botho (qualitative research study). UCreswell (2009) uthi abacwaningi bocwaningo lobunjalo botho baqoqa ulwazi oludingwa ucwaningo kulabo abangabahlanganyeli bocwaningo, besendaweni ababa kuyo nsukuzonke (abasebenza noma abahlala kuyo) benza izinto abavama ukuzenza njengokwejwayelekile. Abacwaningi bocwaningo lobunjalo botho baqoqa ulwazi ngesikhathi labo abangabahlanganyeli bocwaningo besesimweni esejwayelekile, babuke ukuthi yikuphi abakwenzayo noma abakukhulumayo, njalonjalo (p. 175). Ubeka kanje uCreswell (2009, p. 175): Researchers do not bring individuals into a contrived situation nor do they typically send out instruments for individuals to complete. This up close information gathered by actually talking directly to people and seeing them behave and act within their context is a major characteristic of qualitative research. In the natural setting, the researchers have face to face interaction overtime. Le ndlela yocwaningo iyahambelana nalolu cwaningo ngoba ukuze ngithole ulwazi olwaluzophendula imibuzongqangi kwadingeka ukuba ngiye ezikoleni lapho ngangizoqoqa khona ulwazi kothisha ababefundisa ibanga lesibili nelesithathu ezikoleni zamabanga aphansi ezisendaweni yaseMlazi. ULincoln benoGuba (1985) babeka ukuthi ucwaningo lobunjalo botho ‘yi-natural inquiry’ lapho kungekho into eyenzekayo engathathwa njengengenamsebenzi noma ithathwe noma yikanjani, futhi ongeke wachaza ngayo ungakayicwaningi. Nanxa izingxoxo nabahlanganyeli bocwaningo kanye nokubukela othisha befundisa (observations) kwaba yizindlela ezibalulekile ekuqoqeni ulwazi locwaningo, akuzange kube khona kunonga okwenziwa noma engazakhela khona ngokwami, kodwa konke okwasetshenziswa njengolwazi oluqoqwe kwabacwaningwayo kwaba njengoba kunjalo. 88
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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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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
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 and 114: ucwaningo luveza ukuthi abakwenzayo
Page 115: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
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
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
Page 163 and 164: oqinisekisa ukuthi ukufunda okubhal
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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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