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okwabe kwenzeka emakilasini ngesikhathi othisha befundisa ukufunda okubhaliwe. Ngangingeyona ingxenye yokwenziwa abacwaningwayo ngoba ngangingabambe qhaza kwababekwenza. Lokhu kusho ukuthi ngaya endaweni yocwaningo, ngigxile kuphela eqhazeni lami njengomcwaningi obukelayo kuphela okwenziwa ngabacwaningwayo. UNieuwenhuis (2008) uhlukanisa izinhlobo ezimbili zama-observers. Ubala i-participant as observer kanye ne-observer as participant. Ubeka kanje uNieuwenhuis ngalezi zinhlobo ezimbili zama-observer: Observer as participant means that one gets into the situation, but focuses mainly on his or her role as an observer in the situation. In this way one may look for patterns of behaviour in a particular community to understand the assumptions, values and beliefs of the participants and make sense of social dynamics – but the researcher remains uninvolved and does not influence the dynamics of the settings. On the other hand participant as observer is typically found in action research projects where the researcher becomes part of the research process, and works with the participants in the situation to design and develop intervention strategies. The researcher becomes a participant in the situation being observed, and may intervene in the dynamics of the situation and even try to altar it. The researcher thus immerses himself or herself in a chosen setting to gain an insider’s pespecive of that setting. (Nieuwenhuis, 2008, p. 85) Ngale ndlela-ke ngakhetha ukuba yi-observer as participant njengoba iqhaza lami kwabe kuwukubukela lapho othisha befundisa; angizange ngifundise ukufunda okubhaliwe njengalokhu kwakwenza othisha. Ngamanye amazwi alikho iqhaza engalibambayo ngesikhathi ngibuka okwakwenzeka emakilasini ngesikhathi othisha befundisa, noma ngabe uthisha wayengenza ngendlela ethile engangingaphawula ngayo. Akukho futhi lapho engake ngabuza khona ukuthi bakwenzelani ukuthi nokuthi ngesikhathi ngibabuka befundisa. Angibuzanga ukuthi yini indaba kube khona ukuthi nokuthi esikhundleni sokuthi nokuthi; nanokuthi kungani benza ngendlela ethile, njalonjalo, ngenxa yokuthi ngangiliqonda okuyilona qhaza lami ocwaningweni lwalolu hlobo. Lokhu kwakungenxa yokuthi okuyiyona nhloso yakhe yokubukela othisha emakilasini lapho befundisa kwakuwukuba ahlanganise lokho abakushoyo ngesikhathi enezingxoxo nabo kanye nalokho ababekwenza ukuze kube nesithombe esicacile ngesimo ayesicwaninga ukufundisa ukufunda okubhaliwe emakilasini esiZulu njengolimi 101
lwasekhaya. Lokhu kwakuzosiza ekutheni aqonde kangcono futhi akwazi ukukuchaza ngokufundiswa kokufunda okubhaliwe kula mabanga lapho esehlaziya okutholakele. 3.4 UKULANDELWA KWENKAMBISO ELUNGILEYO YOCWANINGO Ukulandela inkambiso elungileyo yocwaningo (research ethics), ngaqale ngabhala izincwadi ngibhalela iziphathimandla/ababhekimasango bezikole (gatekeepers). Kulezi zincwadi ngangicela imvume yokwenza ucwaningo. Ngachaza isizathu sokwenza ucwaningo, nokuthi ngangizikhethe kanjani lezi zikole futhi ngasizathu sini. Mayelana nokukhethwa kwalezi zikole, ngachaza ukuthi ngabheka uhla lwezikole zonke zaKwaZulu-Natal ku-data base, okwaholela ekutheni ngihlangane namagama alezi zikole ngenxa yokuthi ngabe ngingazazi, kanti futhi ngangivele ngifuna izikole eziseMlazi. Njengoba ngike ngachaza esahlukweni sokuqala, ezikoleni zaseMlazi kulapho isiZulu sifundiswa njengolimi lwasekhaya ezikoleni ngenxa yokuthi yizikole zabaMnyama. Njengoba ngangifuna izikole ezinjalo, ngabe sengikhetha-ke amagama ezikole ezintathu zaselokishini laseMlazi eThekwini, nokuyilapho ngangizocwaninga khona ngokufundiswa kokufunda okubhaliwe kubafundi bamabanga esi-2 nele-3. Nokho-ke esesithathu isikole angibange ngisaluqhuba khona ucwaningo njengoba kuzochazwa kuso lesi sahluko isizathu salokho. Ngaleyo ndlela okwakubalulekile ukuthi ngithole izikole zamabanga aphansi lapho ucwaningo lwabe luzokwazi ukuqhubeka khona njengokwenhloso. Ngabuye nganikeza isihloko socwaningo encazelweni yami, ngachaza nangamalungelo alabo ababezobamba iqhaza ocwaningweni, kumbandakanya nolwazi lokuthi owayezozizwa engasathandi ukuqhubeka nocwaningo wayenelungelo lokuyeka ukubamba iqhaza ocwaningweni noma ngasiphi isikhathi lapho ezizwa engasakhululekile ngaphandle komthelela omubi. Ngachaza nokuthi ulwazi olwabe luzotholakala ocwaningweni lwalungeke lusakazwe nje noma kanjani kodwa lwabe luzokwaziwa yimina kanye nalowo ongumeluleki wami futhi luhlale endaweni ephephile enyuvesi kuze kuphele iminyaka emihlanu. Ngachaza nangokwakuzozuzwa yisikole lapho ucwaningo seluphelile. Kuleso naleso sikole ngangenza okufanayo, futhi ngingakhulumi ngesinye isikole lapho ngikwesinye. 102
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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
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� Isahluko sesihlanu sethula umbi
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2.1 ISINGENISO Esahlukweni esedlule
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Njengoba sengike ngachaza, ucwaning
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kokubuka othisha ngenkathi befundis
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) nokufunda okubhaliwe ngesiNgisi u
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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
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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 and 118: semfundo njengoba onke amanye amakh
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: ngalokhu ocwaningwayo akushilo, aza
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
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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
Page 165 and 166: ngoba konke lokhu kuzomsiza ekuthen
Page 167 and 168: ibeka ukuthi ulwazi lwemisindo lush
Page 169 and 170: I- Teachers Handbook for Teaching R
Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
Page 173 and 174: ngokuqondisisa kuncike olwazini umf
Page 175 and 176: Kanjalo ne-The Reading Comprehensio
Page 177 and 178: ilandela imiyalelo edingwa yimibuzo
Page 179 and 180: 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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