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4.7.1 ULWAZI LOKUFUNDA NOKUBHALA (LITERACY) I-UNESCO ichaza ulwazi lokufunda nokubhala (literacy) njengokukwazi ukukhomba (identify), ukuqonda (understand), ukuhumusha (interpret), ukwakha (create), ukudlulisa umlayezo (communicate), uphinde usebenzise imibhalo ehambisana nezimo ezahlukene. Ukufunda nokubhala (literacy) kungumgogodla wokufunda ngoba ukuze umuntu akwazi ukuphumelela ngokwemfundo, kumele akwazi ukufunda nokubhala. Lokhu kusho ukuthi ofundayo kumele abe nolwazi lokufunda nokubhala, okuzomsiza ekutheni akwazi ukufunda izincwadi neminye imithombo ezomsiza ukuba athole ulwazi, aphinde akwazi ukuphumelela ezivivinyweni zakhe. Isibonelo, esikoleni abafundi bahlolwa ngezivivinyo ezincane (tests) nezinkulu (examinations). Ukuze uphumelele ekubhaleni isivivinyo esincane noma esikhulu, kufanele ukwazi ukufunda nokubhala, uzilungiselele ukubhala ngokuthi ufunde imithombo yolwazi, ukwazi ukuzwa imiyalelo oyinikwayo esivivinyweni ngoba okudingwa umbuzo wesivivinyo kuzodingeka ukuba ukwazi ukukufunda bese uphendula ngokuthi ubhale impendulo. Ngale ndlela ukubhala nokufunda okubhaliwe kubamba iqhaza elikhulu ekuphumeleleni nasekungaphumelelini komfundi esivivinyweni. Kusemqoka futhi ukuthi kugcizelelwe ukuthi alikho izinga lokubhala nokufunda okubhaliwe umuntu angafinyelela kulo ukuze athi useyakwazi ngokwanele ukufunda okubhaliwe, ngakho akasadingi kufunda lutho, usegogodile ngokufunda okubhaliwe kanye nokubhala. Lokhu kungenxa yokuthi ulwazi lokufunda nokubhala luyinto eqhubeka njalo, engamiyo, ethuthuka impilo yomuntu yonke. Yingakho kubuye kungezwakali kahle ukuthi ukufunda okubhaliwe kulikhono ngoba lokhu kwabanye kungakha umqondo wokuthi ikhono phela liyinto efundwayo futhi umuntu akwaziyo ukuthi ayifunde ayizuze ngokwanele, bese engabe esadinga ukuqhubeka nokulithuthukisa ngoba kuyenzeka ikhono likhule ngokwanele. Kanti lokhu kuyinto engenzeki ngokufunda umbhalo nokubhala. Ngikusho lokhu ngoba umuntu uze afe efunda izinto ezintsha angazazi impilo yakhe yonke, singeke sazazi zonke izinto ezifundwayo nezibhalwayo, kodwa sifunda njalo size sife. Ngale ndlela-ke kuhle umfundi osemncane alekelelwe ekuthuthukiseni ulwazi lokubhala nokufunda, 125
ukuze kuthi lapho esekhulile, kuthi noma efunda ngezinto ezintsha, abe esewazuzile amakhono okukwenza lokhu, ngoba-ke ukubhala nokufunda khona ngokwakho, angeke akuzuza ngokuphelele, njengawo wonke nje umuntu omdala ofunda aze afe. Lokhu-ke kusho ukuthi umfundi osemncane uyamdinga uthisha ozomelekelela lapho efunda okubhaliwe noma ebhala njengoba kungebe bikho ukufunda (learning) ngaphandle kokufunda okubhaliwe (reading) kanye nokubhala. I-Answers.com (2009) noFelini (2008, p. 21), bathi ulwazi lokubhala nokufunda yisimo sokuba umuntu akwazi ukufunda nokubhala futhi kuhambisana negama lesiNtaliyana elithi alfabetizzazione, elisho ukuthi okubhalwe ngezinhlamvu (marked with letters), nelesiFrentshi elithi alphabetization, neleSipanishi elithi- alfabetizacion, nelesiJalimane elithi- alphabetisierung. Eminyakeni edlule, umlando waleli gama elithi ‘literacy’ ngokwesiNgisi, lalingenayo le ncazelo, kodwa lalisho umuntu ojwayelene nemibhalo yobuciko yesiNgisi (familiar with literature) noma kumbe lalingasho futhi ukuthi ofunde kakhulu noma ofundile (well educated, learned). Kungeminyaka yonyakakhulu we-1900 lapho leli gama labe selishintsha incazelo yalo selisho ukukwazi ukufunda nokubhala (ability to read and write). Nanamuhla basekhona abanye osozilimi abasenencazelo eyehlukile kunalena, njengalabo abathi leli gama lisho ukukwazi ukuqonda ubhale futhi indaba emfushane ngezigameko zemihla ngemihla (Felini, 2008, p. 21). Kanjalo noFreire (1971) naye waqhamuka nencazelo eyehlukile yaleli gama lapho ekhuluma ngokusetshenziswa kwalo emiphakathini kanye nangokwepolitiki. Lokhu kwakungenxa yesimo sabantu abampofu baseBrazil uFreire ayehlala nabo, ebabona begqilazekile behlushwa. UFreire wahlanganisa la magama: literacy, conscientization, ne- liberation of the oppressed. Lokhu wayekwenza ukuze axhumane nabantu ngokwemibhalo. Ngale ndlela abantu baba nolwazi lokufunda nokubhala, okwakuzobasiza ukuba bathole izincazelo ngezinto ezazenzeka ngaleso sikhathi, nanokuthi umuntu alazi iqhaza alibambile emphakathini (Felini, 2008, p. 22). UPettinelli (2009) yena, yize akushoyo ngaleli gama elithi ‘literacy’ kungahlukile encazelweni ethi ukukwazi ukufunda nokubhala, kodwa yena ubeka ngokuthi igama elithi ‘literacy’ alisho 126
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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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ngolimi, amakhono okuhlaziya amagam
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usedlulile ebangeni lesithathu esik
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kodwa nasezincazelweni nasekwakhiwe
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Ububi bale ndlela yilobu obulandela
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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 (
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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 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: ukuze kucace indawo ami kuyo ezinca
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
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Page 195 and 196: eseyifundile, uye abasize abalekele
Page 197 and 198: Kanti uthisha uZandile ubeka kanje:
Page 199 and 200: ingaveza isithombe sakwandabazabant
Page 201 and 202: Lapho bebuzwa ukuthi ziyiphi ezinye
Page 203 and 204: 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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