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� Ukwenza ikilasi likufanele ukufundisa ukufunda. � Ukubambisana nomzali wengane. 5.2 OTHISHA BAMABANGA APHANSI BATHINI NGOKUFUNDISA UKUFUNDA OKUBHALIWE EMABANGENI APHANSI ESIZULU ULIMI LWASEKHAYA? Njengoba kuveziwe ngenhla, lo mbuzo uphendulwa yizindikimba eziyisikhombisa ezikhonjiswe ngenhla. Ngakho-ke kuzoxoxwa ngaleyo nangaleyo ndikimba ngezansi. 5.2.1 OKUFUNDISWAYO: UKUFUNDISA IMISINDO ILANDELANE NGANDLELA THILE, KULANDELE AMAGAMA NEMISHO EMIFUSHANE Kulesi sahlukwana, kuzoqale kunikezwe isithombe esiphelele ngabathi bayakwenza othisha mayelana nendikimba yokufundiswayo. Emva kwalokho kuzobe sekuxoxwa okwenzeka usuku nosuku, kusukela ngoMsombuluko kuze kube uLwesihlanu. 5.2.1.1 ISITHOMBE ESIPHELELE NGABATHI BAYAKWENZA MAYELANA NOKUFUNDISWAYO Ulwazi olwatholakala ngezingxoxo zenhlololwazi esakuhleleka (semi-structured interviews) nothisha bazo zombili izikole ezaziyingxenye yocwaningo, luveza ukuthi lapho umntwana efika ekilasini lebanga lesibili, uqale afunde imisindo engonkamisa, okuyinto abekade eyenze ebangeni lokuqala. Ngenxa yokuthi basuke besebancane abantwana bebanga lesibili, futhi beshesha nokuk hohlwa, uthisha uyaye aqale kubo futhi onkamisa, abakhumbuze, baze bababhale ngisho emoyeni. Othisha baveza ukuthi ukufundisa onkamisa kuyinto abayiqala ebangeni lokuqala kodwa abakhunjuzwa yona nsuku zonke nasebangeni lesibili njengoba babalulekile onkamisa ukuba abantwana babazi, njengoba kungeke kwaba yigama eliphelele ngaphandle kukankamisa. Isibonelo, othisha baveza ukuthi ebangeni lokuqa la lapho befundisa onkamisa, baye basebenzise indlela abayibiza ngokuthi udingilizana/ yindingilizi. Ngamanye amazwi unkamisa nonkamisa abafundi okumele bamazi ukucabanga kwabo kufanele kusukele endingilizini, 151
ngaphandle kukankamisa ‘i’. Unkamisa ‘a’ bathi yindingilizi enomsila ngezansi, u ‘e’ yindingilizi evaleke phezulu, u ‘i’ yindoda eqondile enechashaza, u ‘o’, yindingilizi evalekile, kanti u ‘u’ yindingilizi evuleke phezulu. Kanjalo nasebangeni lesibili, othisha basebenzisa indlela yecici ukufaka onkamisa kubafundi. Isibonelo: u ‘a’ yicici elivalekile elinomsila ngezansi, u ‘e’ yicici elivulekile kodwa elivaleke phezulu, u ‘i’ yicici eliqondile elinechashaza, u ‘o’ yicici elivalekile, kanti u ‘u’ yicici elivuleke phezulu. Uthisha uJabu ukubeka kanje lokhu enkulumweni yakhe ecashunwe ngezansi: [Odingilizana/indingilizi necici]Yizindlela zokufundisa onkamisa. Angithi phela basuke bebhala emoyeni uthisha asebenzise indlela yokuthi basebenzise igama elithi dingilizi”. Njengokuthi nje uma ebhala u ‘a’, uqale abhale indingilizi bese efaka umsila, kanti ku ‘e’ leyo yindingilizi evulekile yase ivalwa maphezulu, kanti u ‘i’ indingilizi eqondile engavalekile elinechashaza, u ‘o’ yindingilizi evalekile, kanti u ‘u’ yindingilizi esuka phezulu iye phansi inyuke bese ivuleka phezulu. Kanti uma besebenzisa indlela yecici, u ‘a’ nje yicici elivalekile elinomsila, u ‘e’ yicici elivuleke eceleni lase livaleka phezulu, u ‘i’ yicici eliqondile, kanti u ‘o’ yicici elivalekile eliyindilinga, kanti u ‘u’ yicici’ elivuleke phezulu. Siye bese sifakela izinhlamvu kube amagama aphelele sibhale umusho kugqame lowo msindo okuyiwona sigxile kuwo, kube nama- questions, baphendule imibuzo leyo futhi bangaphenduli ngegama elilodwa kodwa kube yimisho... Ngale ndlela onkamisa bayabukezwa ebangeni lesibili yize bekade bebafundile isikhathi eside ebangeni lokuqala. Empeleni umsebenzi webanga lokuqala uyabukezwa wonke, kuye ngesivinini sabafundi, okuzokwenza ukuba uthisha akwazi ukufinyelela kulokho abangazange bakufunde besesebangeni lokuqala. Lokhu kwenza umcwaningi azibuze ukuthi kungani izingane ebangeni lesibili, okungunyaka wazo wesibili esikoleni, zifundiswa onkamisa kube sengathi azikaze zibafunde. Ngale kwalokhu, okumangazayo ukuthi uma babefunde ukuthi unkamisa othile yindingilizi ethile ebangeni lokuqala, kungani bese kushintsha lokhu kube sengathi sekufundwa enye into ehlukile uma sebesebangeni lesibili? Lokhu kungenza ukuthi izingane zicabange ukuthi lo nkamisa ezazifunda ngaye ebangeni lokuqala kusho ukuthi akuseyena lowaya, sekungomunye osho enye into, okuyinto engadala ukudideka kubantwana. Kuyacaca futhi ukuthi ukufundisa onkamisa kuthatha isikhathi eside njengoba izingane zibaqala ebangeni lokuqala, kodwa nasebangeni lesibili zibe zilokhu ziphindaphinda 152
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-
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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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ucwaningo luveza ukuthi abakwenzayo
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3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
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semfundo njengoba onke amanye amakh
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umcwaningi aqonde kahle ukuthi othi
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kahle konke abakushoyo. UFilstead (
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akusiwona amagama angempela ngenxa
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lungathathwa njengeziqalo zocwaning
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ongumhlanganyeli wocwaningo bavumel
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Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
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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
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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 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: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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
Page 209 and 210: Baye baphendule imibuzo...mhlampe k
Page 211 and 212: anolwazi oluthile ababelana ngalo a
Page 213 and 214: 5.2.6. UKWENZA IKILASI LIKUFANELE U
Page 215 and 216: ayijwayele ukuba nenkinga esikoleni
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Page 229 and 230: 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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