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khona nje ukukwazi ukufunda nokubhala, kodwa ukukwazi ukuqonda lokho okufundayo futhi. Lokhu ukusho ngoba lapho umuntu efunda, kumele akuqonde akufundayo. Ngonyaka we-1970, u-Oxenham waphawula ngokuthi “cishe iminyaka eyizinkulungwane eziyi-5 idlulile kwaqala ukufunda nokubhala kanti umhlaba wonke kuze kube manje usalokhu ukhungathekile ngemizamo yokuthi abantu bakwazi ukufunda nokubhala, nanokuthi nje yilona liphi izinga lolwazi lokufunda nokubhala umuntu okumele afike kulona ukuze kuthiwe usefunde ngokwanele ukufunda nokubhala”. Kusukela ngaleso sikhathi, kwabe sekuba nocwaningo olwehlukene olumayelana nokufunda nokubhala kanye nokuthi kuyini, kanjalo nokufundiswa kwakho ezikoleni. Mabili-ke amamodeli e- literacy abe eseqhamuka; okuyi-autonomous model kanye ne-cultural model. Ngokwe-autonomous model, ukufunda (to learn) ukubhala nokufunda, nokufunda okubhaliwe kuyinto esemqoka kakhulu njengoba kukhulisa ngisho ingqondo, indlela umuntu acabanga ngayo, kanye nokukhumbula kanye nendlela esikusebenzisa ngayo ukufunda nokubhala. Ngakolunye uhlangothi, i-cultural/ideological model yona ibheka izincazelo kanye nokusetshenziswa kokubhala nokufunda kanye namasiko ahlukene (different cultures) futhi ibuke nokwenzeka emphakathini (Wragg et al, 1998, p. 26). Iideological model yiyona esetshenziswa kakhulu kune-autonomous model. Isikhathi esiningi i-autonomous model ayinaki ukubaluleka kokwenzeka emphakathini ukuze ukufunda kube ngokunomqondo. Yingakho abacwaningi abaningi bekhetha i-ideological model ngoba yona igxila nasezintweni ezenzeka emiphakathini lapho kufundiswa ukufunda nokubhala. Lapho sibheka, kusukela ngeminyaka ye-1950, ulwazi lokufunda nokubhala kwezemfundo kwakuyiyona nto okwakugxilwe kuyo, lapho kubhekwa ngokwamamodeli nezinjulalwazi, izindlela zokufundisa, kanye nasocwaningweni. Ucwaningo oluningi lwangaleso sikhathi lwalugqame ngokuba ngolwama- paradigms e-psychology, ayezama ukuqonda ukufunda, ukubhala, ukupela, kanye nokufunda ngokuqondisisa njengezinto ezisondelene nokwengqondo/ nokusebenza komqondo nendlela ethile yokwenza ukuze kwenziwe ngcono ukufundiswa kokufunda nokubhala (Bharuthram, 2006, p. 31). 127
Oluningi ucwaningo lwaluvama ukubheka ukufunda okubhaliwe (reading) nokubhala (writing) njengezinto ezehlukene, hhayi ulwazi lokufunda nokubhala (literacy), nakuba luluncane kakhulu ucwaningo oselwenziwe emkhakheni wolwazi lokufunda nokubhala. Isibonelo, emazweni afana neMelika, iBhrithani, i-Australia kanye ne-Canada, abacwaningi abaningi babebheka ulwazi lokufunda nokubhala kubantu abadala (adult literacy). Kanti lolo cwaningo olwalugxila ekufundeni kwabantu abadala lwalubheka indlela yokusetshenziswa kwalezi zinto, futhi nakhona okwakuhloswe ngakho ukuba kusizakale abantu bokufika kanye nalabo abangafundile futhi kungabendabuko (indigenous populations). Kodwa-ke ukufunda nokubhala kwathatha elinye igxathu ngeminyaka ye-1970, lapho kwase kubhekwa ngokusondelene nokwenzeka esikoleni kanti nemfundo yothisha yaba ngundabamlonyeni kusukela ngaleyo minyaka (Lankshear, 1999). Lapho kubhekwa ngeminyaka yokuphela konyakashumi we-1970, kwabonakala ukwanda kocwaningo kanye nentshisekelo mayelana nolwazi lokufunda nokubhala (literacy) (Bharuthram, 2006). Lokhu kwenza ukuba abacwaningi abahlukahlukene bayithathe njengento esemqoka indaba yolwazi lokufunda nokubhala, kanti kwabe sekwanda nezindlela ezahlukene zokuchaza ukuthi i-literacy ngabe iyini, okwenza ukuthi kugcine sekunezincazelo eziningi zokuchaza ukuthi ngabe kusho ukuthini ukuthi umuntu unalo ulwazi lokufunda nokubhala (Bharuthram, 2006). Zikhona nezinye izifundiswa ezithi ukuba nolwazi lokufunda nokubhala (to be literate) kufanele kuthathwe njengokusondelene nezomnotho noma okusondelene nokwenziwa ngumphakathi. UCrandall (1992, 87), ubeka ukuthi izincazelo zakudala ezazichaza ukuthi ngabe kuyini ukuba nolwazi lokufunda nokubhala “to be literate”, zazikuchaza njengento ongakwazi ukuyihlola ngqo kumuntu, njengekhono lomuntu lokukwazi ukufunda nokubhala umusho olula noma kumbe ongeke wakuhlola ngqo, njengokuqeda iminyaka yokufunda emithathu kuya kowesithupha. Eminyakeni kusukela phakathi nowe-1960, kwabonakala izindlela eziningi zokuchaza ukuthi isebenza kanjani i-literacy ezindaweni eziningi ezahlukene. I-UNESCO ihlukanisa phakathi kokufunda nokubhala okuyisisekelo (basic 128
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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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2.4.4 INDLELA EYINGXUBE (ECLECTIC A
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Page 107 and 108: 2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
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Page 115 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
Page 117 and 118: semfundo njengoba onke amanye amakh
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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
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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
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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
Page 205 and 206: 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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