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OLeedy beno-Ormrod (2005, p. 133) babeka ukuthi ucwaningo lobunjalo botho lwenziwa ngumcwaningi, aye kwabacwaningwayo besesimweni abahlale bekuso, hhayi benze ngendlela ehlukile ngenxa yokuthi kukhona yena njengomcwaningi. Njengoba lolu cwaningo lwenziwa ezikoleni zamabanga aphansi, ukuze kutholakale ulwazi, umcwaningi waba nezingxoxo ezisakuhleleka (semi structured interviews) nothisha abafundisa isiZulu ulimi lwasekhaya emabangeni esibili nawesithathu, waphinda waya emakilasini wababuka ngenkathi befundisa njengokwejwayelekile. Umcwaningi wagcizelela ukuba bangaze bashintsha endleleni abavame ukwenza ngayo lapho befundisa njengoba wabe engafikile kubona njengomhloli, kepha okwakhe kwabe kungukubuka lokho abakwenzayo, alalele nabakukhulumayo. Kuyaphawuleka ukuthi ucwaningo lobunjalo botho lunezimpawu zokuhumusha, ezihlose ukuthola izincazelo ngokwenzekayo noma abakwenzayo noma okubenzakalelayo labo abacwaningwayo, kanjalo nokuhunyushwa kwalezo zincazelo ngumcwaningi (Hoepfl, 1997, p. 4). Ngokufanayo, uSherman benoWebb (1988, p. 7) nabo bayavumelana nabanye abacwaningi, bachaza ucwaningo lobunjalo botho njengocwaningo olwenziwa kulabo abacwaningwayo, besesimweni abaphila kuso ngokwejwayelekile. Lokhu kuyahambisana nalolu cwaningo ngoba izincazelo ezatholakala ngokwabe kwenzeka ezikoleni nalokho okwakhulunywa ngothisha ngesikhathi senhlololwazi/ sezingxoxo nomcwaningi, yikhona okwabe sekuhunyushwa ngesikhathi sokuhlaziywa kokutholakele. Okunye futhi okuphawulekayo ngocwaningo lobunjalo botho ukuthi luyakwazi ukuvumela ukusetshenziswa kwemithombo eyahlukahlukene ekuqoqweni kolwazi (Denzin & Lincoln, 1994; Cohen, Manion & Morrison, 2000, 2007; Creswell, 2009). Laba bacwaningi bavumelana ngokut hi abacwaningi bobunjalo botho bavama ukuqoqa ulwazi oludingwa ucwaningo besebenzisa izingxoxo, bebheka nokwenziwa ngabacwaningwayo, babuye basebenzise nolwazi abaluthola kokubhaliwe. Yisona sizathu-ke esenza umcwaningi wasebenzisa lezi zindlela zokuthola ulwazi. Ulwazi olutholakala kokubhaliwe lwatholakala ezintweni ezifana nomgomo wolimi lwesikole kanye neminye imithombo othisha abayisebenzisayo, abathembele kuyo futhi ebasiza ukuqonda ngokufundisa ukufunda emabangeni aphansi, okufana nezincwadi ze- Foundations for Learning, imisebenzi yezingane, nokunye. Lokhu kwasiza ekutheni 89
umcwaningi aqonde kahle ukuthi othisha bathembela kuluphi ulwazi ekufundiseni ukufunda umbhalo kula mabanga ayecwaningwa. Ngamanye amazwi, ucwaningo lobunjalo botho lungathathwa njengesibuko noma ifasitela esingakwazi ngalo ukubuka siphinde siphawule ngezinto eziphathelene nenhlalo yabantu. Lezo zinto zingambandakanya imibuzo ephathelene nenjulalwazi ngokut hi abantu abathile baphila kanjani, izikhungo ezithile zisebenza kanjani, nanezindlela noma amaqembu abantu abathile ababuka ngayo noma abathatha ngayo izinto ezenzeka ezimpilweni zabo (Cohen, Manion & Morrison, 2004). Ngale ndlela umcwaningi wobunjalo botho ubheka ukwenza kwabacwaningwayo kanye neqhaza abalibambile ngesikhathi socwaningo, akubuke lokhu akuhlanganise nolunye ulwazi aluqoqayo mayelana nalolu cwaningo. Lokhu kungenxa yenkolelo yokuthi umcwaningi angebe nje phakathi nendawo aziqhelelanise nolwazi nobufakazi abuthole ngenkathi eqoqa ulwazi oludingwa ucwaningo (Mason, 2003). UNieuwenhuis kuMaree (2008, p. 50) ugcizelela ukuthi ucwaningo lobunjalo botho luzama ukuqoqa ulwazi olucebile, oluchaza kabanzi ngesimo noma ngento ethile noma ngabantu abathile ngenhloso yokwakha isithombe salokho umcwaningi akucwaningayo. Lokhu kwenza kube semqoka ukuthi umcwaningi wobunjalo botho akwazi ukuxoxisana noma abuke abantu labo acwaninga ngabo benza abakwenzayo ngendlela abajwayele ukwenza ngayo kuleyo ndawo abakuyo, aphinde ahlaziye ulwazi olutholakele ocwaningweni, akhe izindikimba ngakutholayo (Nieuwenhuis, 2008; Terreblanche, Durrheim & Painter, 2006). Yingakho nje oLeedy beno-Ormrod (2005, p. 134) bephawula ukuthi ucwaningo lobunjalo botho lungakwazi ukuveza ukuthi isimo noma isikhungo esithile siluhlobo luni. Ngale ndlela umcwaningi uyakwazi ukuthola ulwazi olusha abengalwazi ngento, ngabantu, noma ngesimo esithile, akwazi nokuthola izinkinga eziphathelene nabo/nakho. Ngokunjalo oKaplan benoMaxwell (1994) bavumelana ngokuthi injongo yokuqonda kahle ngezimvo noma indlela abantu abacwaningwayo ababuka ngayo izinto kanye nalezo zindawo abakuzo kuye kuphelelwe ubumqoka lapho kwenziwa ucwaningo lobungako botho (quantitative research). Kusemqoka ukwazi ukuthi ucwaningo 90
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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
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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 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 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 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
Page 117: semfundo njengoba onke amanye amakh
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Page 123 and 124: akusiwona amagama angempela ngenxa
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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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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
Page 163 and 164: oqinisekisa ukuthi ukufunda okubhal
Page 165 and 166: ngoba konke lokhu kuzomsiza ekuthen
Page 167 and 168: 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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