isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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ngoshintsho olwabe seluzokwenzeka ngoba ngangivele sengilimele ngokwesikhathi, kwazise nami ngangineminyaka emithathu yokufunda njengomfundi owayefunda ngokugcwele kulesi sikhungo. Nokho-ke akuzange kube namthelela omubi lokhu ngoba esikoleni sokuqala nesesibili, ngaba nenhlahla yokuthola othisha abaningi ngokwanele ekuqoqeni ulwazi oludingwa ucwaningo, ngendlela yokuthi isibalo sothisha angizange ngisasithatha sonke ngenxa yobuningi babo. Ngathola othisha abayisithupha esikoleni sokuqala, ngaphinde ngathola ababili esikoleni sesibili. Ngaleyo ndlela babeyisishiyagalombili othisha engaba nabo ezikoleni ezimbili. Ngakho-ke ukungabambi iqhaza kothisha besikole esisodwa akuzange kukhubaze ukuqhubeka kocwaningo. 3.5 UKUVIVINYA AMATHULUZI OCWANINGO (PILOTING RESEARCH INSTRUMENTS) Kulolu cwaningo, imibuzo yenhlololwazi yavivinywa kuqala (piloted) yabe seyibukezwa. Kanti ne-observation schedule yasetshenziswa ngesikhathi kwenziwa lesi sivivinyo sokuhlola ukusebenza kwamathuluzi ayezosetshenziswa ukuthola ulwazi oludingeka kulolu cwaningo. Lokhu kwenziwa ngenyanga kaNcwaba ngonyaka wezi-2009, kwesinye isikole esasingeyona ingxenye yocwaningo futhi kuwo la mabanga engabe ngizosebenza ngawo (elesibili nelesithathu). Kwathatha isonto elilodwa ukwenza lokhu. Kanti othisha babebabili ocwaningweni oluyisivivinyo, eyedwa kulelo nalelo banga. Isikole engenza kuso lokhu kuvivinya imibuzo engabe ngiyilungiselele ukuyisebenzisa lapho sengenza ucwaningo lwempela sabe sikwesinye isigceme kanti kwasiza kakhulu lokhu ngoba ngathola ithuba lokubuyekeza imibuzo, ngayenza yacaca naleyo eyabe ingase ingezwakali kothisha lapho sengenza ucwaningo lwangempela. Nakuba othisha engangenza nabo lokhu kuhlola kokuqala babeyiphendula eminye imibuzo, kodwa kwakwenzeka kwesinye isikhathi baklante; ngaleyo ndlela lokhu kwangihlomisa ngamakhono okubuyisa ocwaningwayo ukuba aphendule ngokucacile, okwakuzosiza lapho sengenza ucwaningo okuyilona lona. Ngafunda futhi nokuthi kubalulekile ukuthi uma ocwaningwayo ekhuluma ngento engingayazi, kumbe 105
engingakaze ngizwe ngayo phambilini; ngimcele ukuba ake athi ukwenaba ngayo ukuze ngiqonde kahle ngakushoyo, ngibe nolwazi olwanele ngayo. Kanjalo nalapho ocwaningwayo wabe ezama ukuthola ukuthi uzakwabo utheni ngombuzo <strong>of</strong>anayo, ngangimtshela ukuthi angivumelekile ukwenzenjalo ngoba lokho kuphambene nenqubomgomo yocwaningo. Ngale kwalokhu, ngafunda futhi ukuthi ngilalelisise lapho ocwaningwayo ekhuluma, ukuze ngingazitsheli okunye kepha ocwaningwayo ebe esho okunye. Lokhu kusiza ekutheni kungabi khona ukushayisana phakathi kokushiwo ocwaningwayo kanye nalokho okucatshangwa umcwaningi. Ngaleyo ndlela ngahlomula ngamakhono amaningi njengomcwaningi; ngalungela nezinselelo engangingazilindela lapho sekwenziwa ucwaningo lwangempela. Ngenza inhlololwazi nothisha ababili, ngabuye ngababukela ngenkathi befundisa. Inhlololwazi ngayinye yathatha ihora lonke, kuye nangesikhathi okhulumayo asithathayo lapho ephendula umbuzo ngamunye. Kungalesi sikhathi futhi lapho ngathola khona ukuthi eminye yemibuzo engabe ngiyisebenzisa, yayiphenduleka ngendlela efanayo, umehluko kuyindlela eyayibuzwe ngayo. Ngaleyo ndlela lokhu kwasiza ngoba ngabe sengiyikhipha eminye imibuzo lapho kuzwakala ukuthi ingaphenduleka ngendlela efana neminye. Okunye engakuzuzayo ngalesi sivivinyo socwaningo ukuthi ngafunda ukuthi eminye yemibuzo yayingavulekile; okwakwenza ukuba abacwaningwayo ocwaningweni oluyisivivinyo baphendule ngegama noma ngomusho owodwa omfishane. Ngabe sengizama ukuyilungisa ngendlela yokuthi iphenduleke ngokuvulekile, umuntu akwazi ukuphendula akhululeke, aqale noma yikanjani ukuphendula ngendlela ezozwana naye, ngize ngeneliseke ukuthi usekushilo konke akucabangayo ngaphandle kokuvinjwa yindlela umbuzo obuzeke ngayo. Sengiqedile ukuqoqa lolu lwazi ngahlaziya okutholakele, ngisebenzisa izindlela zokuhlaziya engangizozisebenzisa ocwaningweni lwangempela. Kungalesi sikhathi-ke lapho ngathola khona amakhono okuhlaziya okutholakele, ngiphinde ngibike ngakho kuzwakale kahle. 106
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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
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Ngaphandle kolwazi abafundi abavele
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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 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 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
Page 133: kuyindawo esengake ngahlala kuyo. N
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
Page 183 and 184: 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
Page 345 and 346:
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
Page 353 and 354:
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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