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ezibalulekile kanti futhi lezo zindlela zingasetshenziswa ukuhlola imibono engaqinisekisiwe evele ikhona, ngaleyo ndlela bese lokhu kuthathwa njengohlaka lwenjulalwazi. Kusemqoka ukuthi izinhlaka (frameworks) kumele ngaso sonke isikhathi zibe nemigomo nemingcele ethile. Ngamanye amazwi kubalulekile ukuthi ukwenza ucwaningo olumayelana, isibonelo, nokufundiswa kokufunda okubhaliwe, kweyame ohlakeni oluthile njengoba kungaba lukhuni ukukuchaza ukuthi kuyini futhi kwenzeka kanjani. Ngale kwalokhu, kusiza ekutheni kube lula ukuthi okutholakele kuthathwe njengolwazi oluhloliwe nolusezingeni eliphezulu, okuyinto engelula uma ucwaningo lungeyamanisiwe nohlaka oluthile. Lokhu kuchaza ukuthi lowo nalowo msebenzi wocwaningo kumele ulawulwe luhlaka lwenjulalwazi, ugxekwe noma unconywe ngabanye abacwaningi, ukuqinisekisa iqophelo lawo eliphezulu ukuze ungeyeki futhi ukholakale. Kuzosetshenziswa kokubili uhlaka lwenjulalwazi kanye nohlaka lwemicabango, ukuze kuthi lapho uhlaka lwenjulalwazi luhluleka ukucacisa khona, lulekelele uhlaka lwemicabango, njengoba ekhona amanye amakhonsephthi angeke acaciswa kahle uhlaka lwenjulalwazi, yize ukuthi ayaphatheka kuyo injulalwazi futhi abalulekile, kepha kuphela awacacisekile. Ngale ndlela, leyo micabango izothathwa njengengxenye yohlaka lwenjulalwazi, ayizimele yodwa ngokwayo. 4.6 AMANQAMPUNQAMPU NGEZINJULALWAZI EZIMAYELANA NOKUFUNDA ULIMI. Njengoba ukufunda okubhaliwe kungenye yezinto ezisemqoka ekufundeni ulimi, kulesi sigaba ngizoxoxa kafushane mayelana nokushiwo ngabacwaningi abaningi abacwaninga ngokuthi isidalwa esingumuntu silufunda kanjani ulimi. Laba bacwaningi babebheka ukuthi ingane encane ilufunda kanjani ulimi. Ama-behaviourists aphawula ngokuthi umuntu ulufunda kangcono ulimi uma ephila kuleyo ndawo (environment) noma ekuleyo 121
ndawo lapho lukhulunywa khona kanti futhi ukuhlangana ngokukhuluma nabantu abakhuluma lolo lulimi kwenza ukufunda ulimi kube lula (Block & Israel, 2005). Abanye ochwepheshe babala ukuthi umuntu ufunda ulimi ngokulukhuluma nabantu abalukhulumayo (Bohannan, 1993; Cazden, 1992). Abanye bathi umuntu ufunda ulimi ngenxa yezinkolelo zama-constructivists, wona agcizelela ukuthi ingane ifunda kangcono uma iyingxenye yokufundwayo, futhi ibambe iqhaza elibalulekile ekufundeni kwayo. Lokhu kusho ukuthi ingane kumele ibe nolwazi oluthile ezitholele yona yazibonela yona ngokwayo ukwenzeka kwento ethile. Ngale ndlela, lokhu kusho ukuthi ulwazi analo umuntu, avele enalo, izinkolelo avele enazo kanye nezehlakalo zemihla ngemihla aye ahlangabezane nazo, kunomthelela ekufundeni kwakhe ulimi (Harris & Hodges, 1995, p. 43). Ukulandela le njulalwazi yama-constructivists, uPiaget uqinisekisa ukuthi ingane ifunda ukukhuluma kusukela ezintweni ezenzayo; kusukela emagameni efunda ngawo ukukhuluma afana namabizo athile, izenzo, izinto eziphathekayo kanye nezinto nje eye izibone zenzeka (Piaget & Inhelder, 1969; Block & Israel, 2005). Kuye kuthathe isikhathi-ke ukuthi ingane ifunde amagama afana nezichasiso nezandiso kanye nezincazelo zamagama. Ngokufanayo, uVygotsky (1978), ubeka ukuthi ulimi lukhula kumntwana ngokuthi ahlale nabantu abadala abalwaziyo, bamgqugquzele, bamkhuthaze futhi bamelekelele ekufundeni lolo limi (Vygotsky, 1978, 1987,1993; Sulzby, 1986). Ngokwejwayelekile, ama-constructivists akholelwa ekutheni abantwana bafunda ulimi ngokulandela imigomo yolimi, okuyinto abazalwa benayo. Ngale ndlela, le ngxoxo ikhombisa ngokusobala ukuthi ukufunda ulimi kungeke kwaba yinto ongayichaza nje umnqamlajuqu futhi eyisimbelambela. Ziningi izindlela zokuchaza ukuthi umuntu ulufunda kanjani ulimi. Ngakho-ke lokhu kuchaza ukuthi asikho isimo kumbe into okungathi uma uyichaza, kube yiyona ndlela kuphela yokuyichaza, kodwa konke kuncike ekutheni into oyichazayo uyibuka ngaliphi iso. Kanjalo nokufundisa ukufunda okubhaliwe, kungeze kwaba yinto engachazwa nje ngendlela eyodwa. Kusho khona-ke ukuthi kuya ngokuthi lapho ukufunda okubhaliwe kuchazwa, kungabe kwenzeka 122
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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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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ngolimi, amakhono okuhlaziya amagam
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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
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: ulwazi olusha nolwazi abavele benal
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
Page 197 and 198: Kanti uthisha uZandile ubeka kanje:
Page 199 and 200: 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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