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Nalapho sengenza ucwaningo, okwakwenzeka esikoleni sokuqala, akuzange kwaziwe ngabasesikoleni sesibili. Ngabanikeza isiqiniseko sokuthi ulwazi ababezonginikeza lona lwaluzoba yimfihlo kakhulu futhi kwakungeyukwenzeka ukuba nanoma yiluphi ulwazi ababelunikezile luhlanganiswe nabo ngenxa yokuthi amagama abo, namagama ezikole zabo kwakungezukudalulwa noma ngayiphi indlela, ngaphandle kuphela uma kwakungaba ngemvume yabo. Ngale kwalokhu, ngabachazela nangokwakuzokwenzeka ngesikhathi socwaningo, njengokusetshenziswa kwesiqophamazwi nesithwebulizithombe. Kodwa-ke lokhu ngabachazela ukuthi babenelungelo lokusho lapho bengathandi ukuqoshwa nokuthwetshulwa khona uma babengakhululekile ngakho. Ngaqinisekisa ukuthi akekho owayezophatheka kabi ngesikhathi salolu cwaningo kumbe abe nokuthile ayengezukugculiseka ngakho ngesikhathi sezingxoxo engangizoba nazo nabacwaningwayo, nangesikhathi sengibabuka befundisa emakilasini okuyinto eyayizokwenzeka uma babevuma ukubamba iqhaza ocwaningweni. Angigcinanga ngokubabhalela ababezobamba iqhaza ocwaningweni kanye nababhekimasango, kodwa ngabuye ngenza nemihlangano nabo, ngibachazela ngengabe ngikushilo ezincwadini engangibabhalele zona. Lokhu kwasiza ekutheni ngithole ithuba lokuphendula imibuzo ababenayo othisha ngokwenziwa kocwaningo esikoleni sabo. Ngesikhathi omunye ebuza ukuthi zabe zingekho yini izikole ngalapho engihlala ngakhona; ngaphendula ngokuthi ngabe ngihlala eduze nezikole lapho isiZulu singafundiswa khona njengolimi lwasekhaya, kodwa njengolimi lokwethekelwa, kanti inhloso yocwaningo kwakuwukucwaninga ukufundiswa kokufunda okubhaliwe olimini lwasekhaya kuso isiZulu. Bebuza ukuthi zazingekho yini ezazisondelene nalapho ngihlala khona izikole lapho isiZulu sifundiswa njengolimi lwasekhaya, ngachaza ukuthi kuwo onke amalokishi aboMdabu aseThekwini, uMlazi yiyona ndawo engicishe ngiyijwayele njengoba ngangingakaze ngilubhade kulawa amanye amalokishi, ngenxa yokuthi indawo engihlala kuyo ngangingakayijwayeli, kodwa ngijwayele yona indawo yaseMlazi njengoba 103
kuyindawo esengake ngahlala kuyo. Ngachaza nangokuthi ngiyakwesaba ukuduka endaweni engingayazi kodwa kungcono khona eMlazi ngoba yindawo engingeke ngaduka kuyo kalula. Ngale ndlela ngazithola ngemukelekile, ngisekhaya. Ngaqala lapho ukwenza ubungani nothisha. Isibonelo, ngake ngayobabona ngaphambi kokuba kuqale ucwaningo, ngaxoxa nabo nje ngokukhululeka, ngenzela ukuthi kungaze kwaba bikho ukuxwayana ngesikhathi sengizoqoqa ulwazi locwaningo, ngoba babezobe bekhuluma nomuntu asebemjwayele abase bekwazi ukukhuluma naye ngokukhululeka. Njengoba ngike ngaveza phambilini, ekuqaleni ngabe ngicele imvume yokwenza lolu cwaningo ezikoleni ezintathu, futhi ngayithola imvume kuzo zontathu, futhi ngaphinde ngenza nemihlangano nothisha ababezobamba iqhaza kuzo zontathu lezi zikole. Kwaba njengoba kwakuvunyelwene kwezimbili, kodwa kwesesithathu, washayisana nembibizane yokut hi izinto zabe sezishintshile ngesikhathi sengilungiselela ukuqa la ukuqoqa ulwazi locwaningo. Lokhu ngakuthola ngesikhathi sekufanele ngihlele ukuyoqala ucwaningo njengoba ngabe sengizoqala ngaso lesi sikole. Ngathola ukuthi umphathi waso wabe esengitshela ukuthi kwakufanele ngiqale phansi ngibhale incwadi yesicelo sokwenza ucwaningo okwesibili. Wabeka isizathu sokuthi kwabe sekunomkhandlu omusha wesikole ngakho kwakuz<strong>of</strong>anele ngiqale kabusha ukucela imvume ngoba lo mkhandlu wawungekho ngesikhathi kwenziwa isivumelwano sokwenza lolu cwaningo esikoleni sabo. Ukukhethwa kwemikhandlu emisha yinto eyabe yenzekile kuzo zonke izikole njengoba nakuzo lezi ezimbili babengazisile ngakho ukuthi kwenzekile, kodwa akuzange kube namthelela omubi ezivumelwaneni ezabe sezivele zikhona phakathi kwami njengomcwaningi nothisha bezikole. Kwaba umqansa-ke kimi ukuqala phansi into engabe sengiyenzile, ngenxa yokuthi nesikhathi sabe sesihambile. Ngangikade ngilinde isikhathi eside ngingatholi ncwadi yekomidi elibhekelela inkambiso elungileyo yokwenza ucwaningo; engigunyaza ukuba ngenze ucwaningo, ngakho kwakungaselula ukuphinda ngiqale phansi ngifake isicelo kabusha. Incwadi eyayingigunyaza ukwenza ucwaningo yafika sekuzophela unyaka, futhi sekusondele isikhathi sokubhala izivivinyo zokuphela konyaka ezikoleni; ngakho kwakungelula ukuphinde ngiqale phansi ngazise isikhungo engangifunda kuso 104
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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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
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Ngaphandle kolwazi abafundi abavele
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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 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 and 130: ngalokhu ocwaningwayo akushilo, aza
Page 131: lwasekhaya. Lokhu kwakuzosiza ekuth
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
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
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
Page 181 and 182: 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
Page 357 and 358:
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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...................................
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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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