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4.7.3 UKUFUNDA OKUSAFUFUSA (EMERGENT LITERACY) Igama elithi ukufunda okusafufusa noma okufufusayo ‘emergent literacy’ lichaza ukubamba kwengane ekufundeni ukufunda nokubhala (literacy acquisition) kanti futhi kusho ukuthuthuka ekufundeni kwengane ukufunda nokubhala. Lokhu akusho khona ukufunda kwengane ekufundeni okubhaliwe nokubhala kuphela, kodwa kuhlanganisa izinto eziningi ezinomthelela ekutheni ingane ithuthuke ekufundeni ulimi, kanti futhi izinto ingane ezibonayo, ehlangabezana nazo, nezenziwa ngabantu abadala, iyafunda ngazo. Ngalesi sikhathi, ingane iqale ifunde ukukhuluma, ukulalela, bese iqala izifunela yona ngokwayo ulwazi izame ukufunda okubhaliwe, ifunde futhi ibhale, noma ngabe lokho kungangebe namqondo kangakanani kumuntu omdala kodwa yona isuke ithuthuka ekufundeni okubhaliwe nasekubhaleni. Ngakho-ke, njengoba sengike ngachaza phambilini, igama elithi ukufunda okusafufusa linikeza isithombe sokuthi ingane iqala ukufunda ulimi kudala ngaphambi kokuba iye esikoleni, ifunde ukufunda nokubhala, ngaphambi kokuba ingene esikoleni, njengoba kungeyona into eqala lapho ingane ingena esikoleni, kunalokho kuqala masinyane ingane izelwe futhi yinto eqhubeka njalo, engapheliyo, njengakho ukufunda okucathulayo. Lokhu kusho ukuthi ingane ifunda kokukhulunywa nokwenziwa ngabantu abadala abafana nothisha nabazali ekhaya (Zygouris-Coe, 2001, Stahl & Miller, 1989; McKeough et al, 2006; Joubert et al, 2008; Pretorius, 2002, 2004). Igama elithi ukufunda okusafufusa, lihlanganisa ukufunda, ukubhala, ukukhuluma, ukulalela, ukubuka, kanye nokucabanga (Cooper, 1997). U-O’Leary (2005, p. 2) ubeka ukuthi uthisha okholelwa ekufundeni okusafufusa uqinisekisa ukuthi abantwana bathola kahle ulwazi lwemisindo nezimelamsindo futhi balalele kahle lapho abantu abadala bekhuluma ngezihloko ezahlukahlukene ukuze babafake uthando lokufunda kuzwakale. Uyehluka-ke kwabanye abacwaningi u-O’Leary uma ethi uthisha oyilolu hlobo uyaye abone ukuthi akukho okufundwayo okungenzeka ngaphandle kwasekilasini (O’Leary, 2005, p. 2), ngoba abanye abacwaningi bayavumelana ngokuthi ukuthuthuka kwengane ekufundeni okubhaliwe nasekubhaleni, akuqali ekilasini, kodwa kuqala ekhaya, futhi 131
umphakathi nakho konke okuyizungezile ingane kunomthelela ekufundeni kwayo okubhaliwe. Kanti u-Excell benoLinington (2009) baseNyuvesi yaseWitwatersrand (eNingizimu- Afrika), baqinisekisa ukuthi ukufunda kwengane kuqala emdlalweni, kanti kuwo lo mdlalo, ingane ingaqala ifundiswe ngolwazi lwezimelamsindo nemisindo, ulwazi lokuhlonza noma lokubona amagama futhi yazi nokuthi achaza ukuthini, ulwazimagama, ukufunda ngokungangingizi noma ngokunganqikazi, kanye nokufunda ngokuqondisisa. Babala ukuthi ekufundayo ingane kusukela ekunyakazeni nasekudlaleni ngenxa yokuthi izingane ziyakujabulela ukunyakazisa imizimba, okuhlanganisa ukunyakaza nokudlala (Excell & Linington, 2009). I- Teacher’s Handbook for Teaching Reading in the Early Grades (2007, p. 9), iyachaza ukuthi umfundi obizwa ngokuthi umfundi osafufusa (emergent reader), ngumuntu owenza lokhu: osebenzisa izithombe ukuxoxa izindaba, owazi eminye yemisindo (phonics), kanye nezimelamsindo ezakha leyo misindo. Kanti futhi umfundi osafufusa ngumuntu owazi ukuthi izilimi zaseNtshonalanga nezase-Afrika zibhalwa kusukela kwesokunxele kuya kwesokudla, futhi kusukela phezulu kuya phansi. Ngaphandle kwalokhu, futhi uba nothisha lapho kufundwa izincwadi zezindaba, akwazi ukuwabona amanye amagama ukuthi abizwa kanjani azi nezincazelo zawo ngokwasemphakathini aphila kuwo. Njengokuthi nje afunde amagama ezinto ezikhona emphakathini, afunde nezincwadi ezijwayelekile abone namaphethini emagameni. Lokhu kuyahambelana nokushiwo nguStreet (1997) okholwa ngukuthi abantwana lapho bekuleli zinga lokufunda okusafufusa bazuza okuningi ngabakubona kubhaliwe, babhale lokho abakuzwa embhalweni oyizindaba nanokuthi babone abanye bebhala imiyalezo enomqondo. Okunye futhi akubalayo uStreet (1997) ukuthi abantwana bayafunda ngezincwadi ezinezithombe nemifanekiso ethile ehambisana nendaba. Okwesithathu ukuthi abantwana bayazuza futhi ukufunda lapho begqugquzelwa ukuba bazitholele izinto ezithile ngokuba babhale. Okwesine ukuthi bayafunda abantwana ngokuhlela amagama nezithombe ukwakha izinhlamvu (letters) kanye nolwazi lokubona 132
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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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2.4.6. I-WHOLE LANGUAGE APPROACH I-
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2.6 AMASU OKUFUNDISA UKUFUNDA OKUBH
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Page 115 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
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Page 157 and 158: Oluningi ucwaningo lwaluvama ukubhe
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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
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Page 189 and 190: Sekuzoxoxwa-ke ngaleli dada, nobeng
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Page 197 and 198: Kanti uthisha uZandile ubeka kanje:
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Page 201 and 202: Lapho bebuzwa ukuthi ziyiphi ezinye
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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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