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Kanjalo futhi u-Inglis nabanye (2000, p. 57) bafakazelana ngokuthi ukufunda okubhaliwe yiyona ndlela esemqoka ekutheni abantu bathole izindaba, ulwazi kanye nemiqondo yabanye abantu. Laba bacwaningi bavumelana ngokuthi ukufunda okubhaliwe okungenanjongo yokuqonda okufundwayo akunamsebenzi walutho, akunangqondo. Bavumelana ngokuthi lapho umfundi wombhalo efunda, kumele akwazi ukwakha isithombe ngento ayifundayo. Yingakho nje o-Smith benoRead (2005, p.12) bethi ukufunda okubhaliwe kwenzeka ngokuthi ulwazi umfundi avele enalo ngalokho akufundayo kanye nolwazi oluza nombhalo kuhlangana, kunikeze umqondo omusha. Kusobala ukuthi laba bacwaningi babuka ukufunda okubhaliwe ngehlo lama-social constructivists. Isibonelo, uma uthatha igama elithi ‘ijakhethi’, lapho umfundi efunda ngaleli gama noma nje lapho elibona, kuyena engqondweni kwakheka isithombe ngaleli gama ngoba akaqali ukulibona. Njalo nje lapho efunda ngaleli gama, kuba khona okuthile okunezelela kwakwaziyo ngaleli gama. Angathola ulwazi mayelana nokuthi ijakhethi kumbe emnyama, kumbe ijakhethi yasebusika, ijakhethi yasehlobo, ijakhethi kasibanibani, njalonjalo. Konke lokhu kwakha kumntwana lokhu esikubiza ngokuthi ngama-‘schemata’, okungulwazi olukumntwana mayelana nento ethile aseke afunda ngayo, wezwa noma wayibona. Ngale ndlela kubalulekile-ke ukuthi lapho umntwana efunda, kube khona akwaziyo ngalokho akufundayo, ukuze akhele ulwazi olusha phezu kwalolo analo. Lokhu kusiza ekutheni akuqonde kangcono afunda ngakho. U-Wessels beno-Van den Berg (1999, p. 99) bengeza ngokuthi: These concepts or ideas about various aspects of the world around us are known as schemata (plural) and schema (singular). When the word ‘bicycle’ is heard or read, schemata are activated and the listener or reader is able to understand what is meant by a sentence such as ‘Ride on your bicycle’, ‘the man is riding a bicycle’. Ngalawa mazwi acashunwe ngenhla, kuyacaca ukuthi inhlanganisela yezindlela zokufundisa (Integrated Approach) ibalulekile lapho kufundiswa ulimi. Lokhu kugcizelela ukuthi ukufunda okubhaliwe kungenzeke njengento nje ezihambela yodwa, kodwa kusho ukuthi umntwana kumele abuye alalele, akhulume, futhi abuye abhale 135
ngoba konke lokhu kuzomsiza ekutheni akuqonde okufundwayo (Joubert et al, 2008, p. 82). Lokhu kufakazelwa nanguCommeyras (2009) waseMelika obeka ukuthi ukuze ukufunda okubhaliwe kube yimpumelelo, kubalulekile ukuba umntwana abhale ngoba lokhu kokubili kuyahambisana. Uyachaza uCommeyras (2009) ukuthi injongo yokubhala umbhalo wukwedlulisa umlayezo, kanti ukufunda umbhalo kuwukuthola umlayezo ngoku bhaliwe. Uqhubeka achaze uCommeyras ngokuthi ukufunda okubhaliwe (reading) kuyilokhu okuyikhona nje ngenxa yokuthi kukhona ukubhala (writing), kanjalo nokubhala kuyilokhu okuyikhona nje ngenxa yokufunda okubhaliwe. Lokhu kuchaza ukuthi lapho kukhona okubhaliwe, kukhona ozokufunda, nalapho umuntu ebhala, uyabhala ukuze kube khona abazofunda. Kanjalo noVygotsky (1978), ubeka ngokuthi abantwana kumele bafundiswe ukufunda okubhaliwe nokubhala ngezinto abazibonayo nabaphila nazo emphakathini njengoba okufundwayo kuyizinto abaphila nazo futhi abazibonayo zenzeka emiphakathini (reading and writing must be relevant to life, as the child is surrounded by everyday reading and writing materials). Yingakho nje uCommeyras ebeka ukuthi abantwana abafunda kahle imibhalo, bayavama futhi ukuba babhale kahle. Lokhu kufunda kahle okubhaliwe akusho khona ukufunda igama emva kwegama, kodwa kusho ukufunda okunomqondo. Kanjalo nalapho umntwana ebhala kahle, akusho khona ukuthi ubhala ngesandla esihle, esibukekayo; kodwa kusho ukuthi ubhala into enengqondo. USwanson (1999) ugcizelela ukuthi injongo nomqondo owethulwa umbhalo yizona zinto ezisemqoka lapho kufundwa okubhaliwe. Ngale ndlela ubeka ukuthi lapho kufundiswa ukufunda okubhaliwe, ulwazi lwezimelamsindo kanye nokufunda ngokungangingizi kumele abantwana bafundiswe ngakho ngoba kubalulekile. UPoulton (2007, p. 1) ugcizelela ngokuthi lapho ulwazi lwezimelamsindo nemisindo kanye nokufunda ngokungangingizi noma ngokunganqikazi (fluency) kushoda, kuye kube nzima ukufunda ngokuqondisisa. Ngaleyo ndlela, uthisha ofundisa ukufunda okubhaliwe kubantwana abasacathula, kubalulekile ukuba angazishiyi lezi ezinye izingxenye zokufunda 136
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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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ekufundiseni ukufunda emabangeni om
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2.5.3 AMASU ASETSHENZISWA NGEMVA KO
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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 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
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Page 137 and 138: yokulandelisa, eyayilandela umbuzo
Page 139 and 140: kwalawo ma-themes athe ukujula impe
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Page 145 and 146: feminists, yama-constructivists, ya
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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: oqinisekisa ukuthi ukufunda okubhal
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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
Page 205 and 206: Kwesinye isikhathi ngiye ngenze sam
Page 207 and 208: efunda ngabodwana. Imvamisa bafunda
Page 209 and 210: Baye baphendule imibuzo...mhlampe k
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Page 213 and 214: 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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