isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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ukuthi uthisha wenzenjani lapho eqala ethula isifundo esisha kubantwana, sikhule, kuze kufike lapho esebahlola khona ngoLwesihlanu. Lokhu wakwenza ngenxa yokuthi ngesikhathi sezingxoxo, okuyinto eyenzeka ngaphambi kokuba ayobabuka befundisa, kwavela ukuthi isonto nesonto kwethulwa isifundo esisha, esizofundwa lonke lelo sonto, futhi usuku nosuku sikhule kuze kufike ngoLwesihlanu. NgoLwesihlanu kulapho sebehlolwa khona abafundi ngoku ba babhale isipelingi (abebanga lesibili) nokubhala isipelingi, imisho kuphendulwe nemibuzo (abebanga lesithathu), okungulwazi olwaluvele ngesikhathi sezingxoxo nothisha. Lokhu kwanika umcwaningi isithombe esikhanyayo mayelana nokufundiswa kokufunda umbhalo kula mabanga. Ngale kwalokho, wakwazi ukuthola incazelo ngabakwenzayo othisha, njengokuthi nje bakwenzelani ukuqalisa isifundo esisha njalo ekuqaleni kweviki baze bahlole abantwana ekupheleni kweviki, kanye nezindlela namasu abawasebenzisayo lapho befundisa ukufunda okubhaliwe. Ngale ndlela umcwaningi wafunda ukuthi imihla ngemihla kulezi zikole ezazibambe iqhaza ocwaningweni abafundi bala mabanga bafundiswa kanjani futhi yiluphi ulwazi abalutholayo kothisha babo ukubalekelela ukuba bathuthuke ekufundeni umbhalo. 3.2.3 UCWANINGO LWESIMO (CASE STUDY) Lolu wucwaningo lwesimo (case study), kanti futhi lugxile ezikoleni ezimbili, kanti isimo esasicwaningwa siyafana kuzo zombili lezi zikole, njengoba kuzo zombili kwakucwaningwa ngento efanayo, ukufundiswa kokufunda okubhaliwe. Isizathu sokwenza lolu cwaningo ezikoleni zombili kungenxa yokuthi esinye salezi zikole (iMbalenhle, okuyigama okungesilo elangempela) kwakucatshangwa ukuthi kungenzeka kube khona umehluko kokwenzeka ngaphakathi lapho kufundiswa, okuhlanganisa nokutholakala kwezinsizakufundisa zokufunda okubhaliwe. Lokhu kwakungenxa yokuthi isikole iMbalenhle singena ngaphansi kohlelo lwezikole luka-section 21, okungukuthi yisikole esizilawulayo ekusetshenzisweni kwezimali, kanti lesi esinye, iGolide, singena ngaphansi kohlelo lwezikole luka-section 20, okungukuthi sona asizilawuli ngokusetshenziswa kwezimali. Lokhu kwenza umcwaningi acabange ngomthelela ongase wenziwe yilo mehluko kulezi zikole. Omabili amagama ezikole iMbalenhle neGolide 93
akusiwona amagama angempela ngenxa yezizathu eziqondene nenkambiso elungileyo yocwaningo, njengoba kwakungafanelekile ngidalule amagama ezikole namagama othisha ababeyingxenye yocwaningo. Okunye okuqaphelekayo ngalezi zikole ukuthi esinye (iMbalenhle) sinawo umtapo omncanyana wezincwadi, kanti eGolide awubonakalanga nomncane. Izinsizakufunda zokufunda okubhaliwe zolimi lwesiZulu nakuba ziyimbijana kuzo zombili izikole, kodwa eGolide ziyimbijana kakhulu kunaseMbalenhle. Nokho-ke zombili lezi zikole azicebile ngokwezimfanelo ezidingeka ekufundiseni abantwana. Njengoba sengichazile ngobunjalo balezi zikole, kusobala ukuthi kwakungenzeka kube khona umehluko ngisho nasekufundiseni kothisha, ngenxa yazo njalo izinsizakufundisa zokufunda okubhaliwe abazisebenzisayo. Lokhu kunikeza isithombe ngokuthi ukufundisa ukufunda okubhaliwe kuhamba kanjani kulezi zikole, noma ngabe isikole sinazo izinsizakufundisa ngokwanele, noma ngabe zinganele. Lapho echaza ucwaningo lwesimo uNieuwenhuis (2008, p. 75) ubeka kanje: The term case study has multiple meanings. It can be used to describe a unit of analysis (e.g. a case study of a particular organization) or to describe a research method. Depending upon the underlying philosophical assumptions of the researcher, case study research could be positivist, interpretivist or critical. A case study does not necessarily mean that one site only is studied. Nakuba ebeka kanje uNieuwenhuis, kulolu cwaningo akusetshenziswanga neyodwa kulezi zindlela abeka ukuthi zihambisana nocwaningo lwesimo, okuyi-positivist, interpretivist ne-critical paradigm, njengoba kulolu cwaningo kwakhethwa ukusetshenziswa kwe-constructivist paradigm. Isizathu salokhu ukuthi i-constructivist paradigm iyona eyayizovumela umcwaningi ukuba abuke ukuthi ukufundisa ukufunda okubhaliwe kwenzeka kanjani ekilasini, uthisha ukwenza kanjani, futhi sithombe sini esakhekayo lapho uthisha efundisa izingane ukufunda okubhaliwe. Okwesibili, lolu cwaningo lwalungezukubheka nje kuphela isikole esisodwa, kodwa lwaluzobheka izikole ezimbili zaselokishini laseMlazi lapho isiZulu sifundiswa njengolimi lwasekhaya emabangeni aphansi; njengoba sengike ngachaza phambilini kuso lesi sahluko. Ngokunjalo lapho oCohen, noManion benoMorrison (2008, p. 253) bechaza ucwaningo lwesimo, baluchaza kanje: “A case study is a specific instance that is frequently designed 94
Page 1 and 2:
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
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� Isahluko sesihlanu sethula umbi
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2.1 ISINGENISO Esahlukweni esedlule
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Page 79 and 80: Ngaphandle kolwazi abafundi abavele
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Page 83 and 84: ULevine nabanye (2000) bathi: “Th
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Page 101 and 102: Ububi bale ndlela yilobu obulandela
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Page 107 and 108: 2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
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Page 111 and 112: 2.5.3 AMASU ASETSHENZISWA NGEMVA KO
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Page 115 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
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Page 121: kahle konke abakushoyo. UFilstead (
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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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Page 171 and 172: 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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