isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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nokwakuthwetshulwe ngesithwebulizithombe ngesikhathi othisha befundisa. Lapho sengikuqedile lokhu, ngabe sengikuhlaziya, ngisebenzisa izindlela zokuhlaziya zocwaningo lobunjalo botho (qualitative data analysis methods), kanye nenjulalwazi nohlaka lwemicabango yocwaningo, okuzoxoxwa ngakho esahlukweni esilandelayo. 3.8 UKUHLAZIYA OKUTHOLAKELE (DATA ANALYSIS) Njengoba lolu kulucwaningo lobunjalo besimo (qualitative case study), izindlela zokuhlaziya kwaba yilezo ezisetshenziswa ngabacwaningi bobunjalo besimo. Olwazini olutholakele ngakha izindikimba ukuchaza ukufundiswa kokufunda okubhaliwe emabangeni esibili nawesithathu emakilasini esiZulu ulimi lwasekhaya kulezi zikole ezimbili ezaziyingxenye yocwaningo, iMbalenhle neGolide. Lezo zindikimba zazihambisana nemibuzongqangi okuyiyona ihola lolu cwaningo. Ngakho-ke yilowo nalowo mbuzo wakhipha izindikimba eziqondene nawo, kodwa umbuzongqangi wokuqala nowesibili yayinezindikimba ezifanayo. Umbuzongqangi wesithathu waba nezehlukile izindikimba, nokuyizona uvuthondaba lombiko walolu cwaningo lulele khona. Kulo mbuzongqangi wesithathu, ngangizama ukuthola izizathu ngabakushoyo othisha kanye nabakwenzayo. Lapha ngaqala ngasebenzisa amazwi abo ababewasebenzisa ngezizathu ezenza benze ngendlela abenza ngayo lapho befundisa ukufunda umbhalo, ngabuye ngahlaziya abakushoyo, sengisebenzisa injulalwazi yokuhlaziya kaVygotsky (1978) kanye nohlaka lwemicabango, okuzoxoxwa ngakho esahlukweni sesine. Ngabuye ngabuka izindikimba ezitholakalayo ngiqhathanisa nokwake kwabikwa abanye abacwaningi abamayelana nokufundwa kokubhaliwe, ngibheka ukufana nokwehlukana kwengangikuthola. UCreswell (2009, p. 175) ubeka ukuthi abacwaningi bocwaningo lobunjalo botho basebenzisa i-inductive data analysis, bakhe amaphethini (patterns), ama-categories kanye nama-themes kusukela phansi kuya phezulu (kusukela kulawo asobala kuye njalo ngokujiya kokwakhiwa kwawo), ngokuhlela ulwazi olutholakele ngendlela yokuthi kuqale ngalokho okubonakala kalula kuye njalo ngokujiya kuze kufike ekwakhiweni 109
kwalawo ma-themes athe ukujula impela. Lokhu kuhlela kudinga ukuthi umcwaningi asebenze aye phambili abuye ajeqeze emumva, abheke phakathi kwama-categories ne- data base kuze kufike lapho umcwaningi esezanelisile khona ngokwakhiwa kwamasethi ama-categories. Lokhu kungambandakanya ukusebenzisana nabahlanganyeli bocwaningo, ukuze nabo balekelele ekubunjweni kwama-categories aqhamuka ngokuhlaziywa kolwazi oluqoqwe kubo (Creswell, 2009, p. 175). U-Orgill (2002), ubeka ukuthi umcwaningi oyi-qualitative researcher angahlola akubhalile ngabacwaningwayo, engabheki kuphela okufanayo, kodwa nalokho okungafani. Ngalesi sikhathi enza lokhu, umcwaningi wakha ama-categories achaza ngama-experiences ehlukene abantu mayelana nesimo esithile. Lapho esebheke imikhakha eminingi ehlukahlukene mayelana nalokho okucwaningwayo, umcwaningi wakha ama-categories okuyiwona achaza zonke izinhlobo ezahlukene (variations) zokutholakale olwazini obeluqoqwa ngesikhathi sokuqoqwa kolwazi locwaningo. Okulandela lapho, ukusukela kuma-categories okuqala umcwaningi awakhile, uyaphinda futhi awahlole ama-transcripts ukuthola ukuthi ama-categories lawo achaza ngokwanele yini kanti asho khona ngempela yini lokho okushiwo ulwazi oluqoqiwe. Lokhu kuhlolwa kwesibili kolwazi olutholakele ngenkathi sokuqoqwa kolwazi (data collection), kulolonga, kwandise noma kususe amanye ama-categories achaza okutholakele, bese kulandela ukuhlolwa futhi kolwazi (data collected), ukuthola ukuthi ama-categories asalokhu emi kanjalo awakaguquki yini. Lokhu kwenzeka kuze kufike esikhathini lapho ama-categories engasenakuguquka, engasashintshashintshi uma uwaqhathanisa nolwazi olutholakale ezingxoxweni nangezinye izindlela zokuqoqa ulwazi locwaningo. Ngamanye amazwi ngenza okufanayo nokwenziwa ngabacwaningi bocwaningo lobunjalo botho. Yikhona-ke okwaba yisizathu sokuba ngikhethe le ndlela yokuhlaziya ulwazi olutholakele. 3.9 UKUKHOLAKALA NOBUQINISO (RELIABILITY AND VALIDITY) Ukukholakala nobuqiniso (reliability and validity) yizinto ezisemqoka kakhulu ocwaningweni lobungako botho (quantitative research), kanti ocwaningweni lobunjalo 110
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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
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ULevine nabanye (2000) bathi: “Th
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uzoveza ulwazi olusha kulo mkhakha
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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
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Page 135 and 136: engingakaze ngizwe ngayo phambilini
Page 137: yokulandelisa, eyayilandela umbuzo
Page 141 and 142: ingakwazi ukwenabela kubantu, noma
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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
Page 185 and 186: Kwaqapheleka ukuthi othisha abaning
Page 187 and 188: 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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