isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Kula mazwi angenhla, kuyacaca ukuthi i-social constructivism inabo ubudlelwano nolwazi ingane evele inalo, kumbe eza nalo lapho izofunda okubhaliwe, kanye nosikompilo. Ezinye zezinto ayezigcizelela uVygotsky emibonweni yakhe yilokhu akubiza nge-zone of proximal development nenkolelo yokuthi ukusebenza kwemiqondo yethu kuncike ezintweni esizenzayo nesiphila nazo emiphakathini (Smith & Elley, 1994, p. 82). Le-zone of proximal development ikhombisa ukuthi uma ingane ifunda, kuhambisana nokuthi ilekelelwe ngendlela efanelekile ukuze iphumelele ekufundeni. Ngakho-ke lokhu kuchaza ukuthi ingane uma ikwazi ukuzenzela yona imisebenzi efundwayo ngokuzimela, ngaphandle kokulekelelwa, leyo ngane isuke isingasangeni ngaphansi kwe-zone of proximal development. Lokhu kusho ukuthi siyafika isikhathi lapho ingane isikwazi ukusebenza khona ngokuzimela, ingabe isadinga ukulekelelwa. Ngamanye amazwi, zikhona izinto ezingaba yimisebenzi efundwayo, kodwa ezingebe zisadingeka ekukhuleni kwengane, uma ngabe leyo ngane isikwazi ukuzimela, ingasadinge lusizo ukuba ifunde ukufunda umbhalo. Ngakho-ke ngale-zone of proximal development kunzima ukuqonda ukuthi izingane ngokwempela zithuthuka kanjani, kusukela ebangeni lapho zicathula khona, zehluleka ukuqonda umbhalo, kuze kufike lapho sezikwenza ngempumelelo lokhu. UVygotsky ubeka kanje: The only good kind of instruction is that which marches ahead of development and leads it; it must be aimed not so much at the ripe as the ripening function... (Vygotsky, 1978, p.104) Yingakho-ke nje ama-social constructivists ebuka ukufunda okubhaliwe njengento eyenzeka ngenxa yezinto umuntu azenzayo nazibonayo nahlangana nazo njalo emphakathini. USangmin (2007) ubeka ukuthi abafundi bemibhalo basebenzisa izinto eziningi eziphathelene nolimi namagama asolimini ukuze baqonde abakufundayo embhalweni (p. 12). Kanjalo noYang (2004) uyavumelana nalaba babhali ngoba uyakugcizelela ukuthi ukufunda okubhaliwe kuyinto eyakheka ngokuba umuntu abe yingxenye yomphakathi, abuke futhi aphile nezinto azofunda ngazo. Ngale ndlela inhlalo yabantu ineqhaza elibambile ngesikhathi ingane ifunda okubhaliwe, uhlobo lombhalo 117
ewufundayo, indawo lapho esuke ifundela khona, abantu efunda nabo, isizathu sokuba ifunde, kanye nendlela efunda ngayo (Wilson & Yang, 2006, p. 367). UVygotsky (1978), uveza ukuthi ukufunda kwenzeka lapho kunenkulumo-mpendulwano. Le nkulumo-mpendulwano yenzeka phakathi kukathisha nomfundi; phakathi kwabafundi ekilasini, kumbe phakathi komfundi nombhalo awufundayo. Ngaleyo ndlela, i-social constructivism inikeza incazelo encikene nokusebenza komqondo ekufundeni ulimi, ukuchaza ukuthi ukufunda (learning) okuyimpumelelo kungenzeka kanjani. Njengoba sengike ngachaza, i-social-constructivism igcizelela ukuthi ukufunda kwenzeka endaweni lapho umfundi kanye nokwenzeka emphakathini nosikompilo kuhlangana kanti futhi umfundi kuleyo ndawo nguyena obambe iqhaza elibalulekile ekwakheni umqondo wokufundwayo (Wilson & Yang, 2006). Ngale ndlela uHarry (2003), ubeka ukuthi bobabili uthisha nengane lapho kwakhiwa khona umqondo wokufundwayo, babamba iqhaza elibalulekile. Lokhu kusho ukuthi uthisha ubheka ukuthi yikuphi abafundi abangakufunda, bakukhombise futhi baziveze ngakho ukuthi bayakuqonda kahle (Harry, 2003). Ngokwale njulalwazi, othisha kumele baziphathe njengabaholi nabalawuli bokufunda (facilitators), kodwa bangabi ngothishambumbulu (Bauersfeld, 1995). Ngikusho lokhu ngoba lapho enikeza abafundi isifundo, uthisha owaziyo umsebenzi wakhe ukwenza lokhu njengomholi nomlawuli nomeluleki, asize ingane ukuba ikuqonde ekufundayo lapho ifunda okubhaliwe; hhayi uthishambumbulu ongenandaba noma ingane iyakuqonda kumbe ayikuqondi ekufundayo. Ngala mazwi lokhu kuchaza ukuthi uthisha kumele akhombise amasu amaningi okulekelela ingane, amasu angaphezu kokuba abe nguthisha (Brownstein, 2001). Isibonelo; uthishambumbulu uyatshela, kodwa umholi/umlawuli uyabuza; uthishambumbulu uma phambili afundise izingane, kanti umholi ulekelela abantwana, abone nabasele emumva; uthishambumbulu unikeza izimpendulo, kanti umlawuli nomholi wokufunda unikeza umhlahlandlela aphinde avule amathuba okuba ingane 118
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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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2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
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ezincane. Isibonelo, izinhlamvu (le
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kuphela, kodwa nomuntu omdala uyafu
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uvele ukhona embhalweni (does not r
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Page 97 and 98: usedlulile ebangeni lesithathu esik
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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 and 134: kuyindawo esengake ngahlala kuyo. N
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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
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Page 145: feminists, yama-constructivists, ya
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
Page 185 and 186: Kwaqapheleka ukuthi othisha abaning
Page 187 and 188: ongakhulumi, ngoba basuke bengekho
Page 189 and 190: Sekuzoxoxwa-ke ngaleli dada, nobeng
Page 191 and 192: uNtombifuthi waphendula kanje ngenk
Page 193 and 194: ungakhulumi ngemisho enemisindo aba
Page 195 and 196: 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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