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literacy) kanye nokusetshenziswa kwakho (functional literacy) kanti futhi nendlela echaza ngayo indaba ye-literacy, yiyona eyemukelwayo. Ngokwe- UNESCO Education For All (EFA) Global Monitoring Report (2006), umuntu onolwazi lokufunda nokubhala (literate) ngumuntu okwazi ukufunda nokubhala ngokuqondisisa isitatimende nje esilula ngezinto eziphathelene naye ezenzeka ngokuvamile empilweni yakhe. Ngale ndlela, kulolu cwaningo lo mcabango usetshenziswe ukuchaza khona ukuba nolwazi lokufunda nokubhala futhi ube ukuqonda lokho okufundayo kumbe okubhalayo. 4.7.1.1 UBUMQOKA BOKUBA NOLWAZI LOKUFUNDA NOKUBHALA Ulwazi lokufunda nokubhala lungumgogodla wayo yonke imikhakha yemfundo. Kwenza ukuthi umuntu akwazi ukufinyelela ezinhlosweni zakhe, akhule ngolwazi futhi akwazi ukubamba iqhaza emphakathini, njengokuthi nje abambe iqhaza kwezomnotho nasezintweni eziphathelene nomphakathi, ukuthuthuka komphakathi nezinhlelo zokulwisana nendlala. Lapho umuntu engakwazi ukufunda nokubhala, akabi yingxenye yezinto eziningi ezenzeka emphakathini. Ngaleyo ndlela umuntu ukhipheka inyumbazana futhi azizwe engeyona ingxenye yomphakathi uma engenalwazi lokufunda nolokubhala. Ngamanye amazwi, kulesi sikhathi samanje ukuba nolwazi lokufunda nokubhala kubaluleke kakhulu. 4.7.2 UKUFUNDA OKUCATHULAYO NOKUFUNDA OKUBHALIWE (EARLY LITERACY AND READING) Ukufunda kwezingane kuqala kudala ngaphambi kokuba ingane iqale imfundo yasesikoleni, kanti futhi kuyinto eyenzeka kuze kuphele izinsuku zomuntu emhlabeni. Kungeke kwathiwa umuntu usefike lapho ulwazi lokufunda luphela khona njengoba kuyinto eqhubekayo, kanti kuphela ngoba umuntu esengene egodini, kube kuqale ngesikhathi umuntu efika emhlabeni. UCecil (2003) ubala ukuthi emva kokuba ingane izelwe iqala lapho-ke ukufunda, ithole ukuthi ukufunda okubhaliwe kuyinto eyenzeka imihla ngemihla. Ngakho-ke uhambo lokuba ingane ikwazi ukufunda nokubhala luqala ngesikhathi abazali nababheki bayo bekhuluma nayo isencane, beyifundela nezindaba. 129
Baningi abazali abangakhulumi nezingane zabo futhi abangazifundeli nezindaba, ngenxa yokuthi abazi ukuthi kusemqoka kanjani ukukwenza lokhu (Cecil, 2003). Baye babone sengathi ukukhuluma nengane esencane engazi lutho akusho lutho, ngoba ingane ayizwa lutho. Kodwa-ke ucwaningo luyakuveza ukuthi ukukhuluma komzali nengane encane (infant) kuvumela ingqondo yengane ukuba ikwazi ukubamba amagama aphinyiswayo ahlale engqondweni yengane, lokhu kunikeze ingane ulwazi namakhono okufunda nokuqondisisa kusukela izelwe (caliteracy.org, 2008). Ngakho-ke kubalulekile ukuthi abazali baqonde ukuthi lapho kuthiwa ingane ifunda ukufunda okubhaliwe, akuchazwa khona ukuthi ifunda nje yingoba ikwazi ukubona kahle emehlweni noma yingoba ingenankinga yokuzwa ngezindlebe. Isibonelo, abantwana abayizithulu bayakwazi ukufunda ulimi noma ngabe bengakwazi ukuzwa lutho olukhulunywa ngabazali babo ngezindlebe uma bekhuluma nabo ngesikhathi besebancane (Moodley, Storbeck & Dhana, 2009). Kufanele kugcizelelwe ukuthi lapho kugqugquzelwa ukufunda okucathulayo, akusibo nje othisha okumele balekelele izingane ekutheni zithuthuke ekwazini ukufunda nokubhala, kodwa abazali nababheki bazo nabo baneqhaza elikhulu ekufundiseni izingane, ngokuba bajwayele ukukhuluma nazo. Abacwaningi bayavumelana ngokuthi ezinye zezindlela zokulekelela izingane ukuba zifunde ukufunda nokubhala, ukuba kugqugquzelwe abazali ukuba babize amagama ezinto, ngisho ezinganeni ezincane, eziyizinsana (infants) ngoba lokhu kusiza ngokuthi ingane ifunde ulimi. Ngaphandle kokukhuluma, ngisho umculo lapho izingane ezisencane ziculelwa, lokhu kuyasiza ekubeni zifunde ulimi, zizwe nemisindo esetshenziswa olimini. Lokhu akusho-ke ukuthi umzali sekufanele athathe ingane ayibeke phambi kukamabonwakude bese ecabanga ukuthi lokhu kungamela umsebenzi wakhe njengomzali, kuthathe isikhundla sezwi lakhe. Lokhu kungenxa yokuthi ubudlelwano obutholakala ngokubukana ngamehlo kanye nobuso nje kumzali nengane, kungeke kwanikezwa ngumabonwakude. 130
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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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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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 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: Oluningi ucwaningo lwaluvama ukubhe
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
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
Page 207 and 208: 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
Page 357 and 358:
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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