isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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ukufundiswa ngabo. Lokhu kungaba nomthelela ekutheni izingane zifunde kancane, isivinini sazo sokufunda okubhaliwe sihambe kancane, ngaleyo ndlela singalingani nezinga lazo lokukhula. Lokhu yinto abacwaningi asebeke baphawula ngayo, njengoba ngike ngaveza esahlukweni sokuqala. Isibonelo, u-Asmal (1999) waphawula ukuthi abantwana bebanga lesishiyagalombili bafunda kube sengathi bangabafundi bebanga lesibili. Kanti noHorne (2002) naye wabika ukuthi amazinga abantwana okufunda okubhaliwe nokubhala aphansi ngale ndlela yokuthi awahambelani nezinga labo lokukhula, kumbe amabanga abawenzayo, abafundi abaningi abenza ibanga leshumi nambili abakwazi ukufunda umbhalo futhi izinga labo lokufunda umbhalo lilingana nelomfundi owenza ibanga lesine. Lapho othisha bebanga lesibili bebuzwa ukuthi kungani uma beqala ukufundisa baqalise ngonkamisa yize onkamisa babebafundile ebangeni lokuqa la, njengoba usuku nosuku kufanele uthisha abaphindisele emumva konkamisa. Othisha babeveza ukuthi lokhu kuyalekelela ngoba abantwana kumele bazi ukuthi alikho igama eliyoke libe khona olimini lapho unkamisa engekho khona, kanti futhi ukuze uhlamvu nohlamvu lubizeke ngendlela olubizeka ngayo kungenxa kankamisa oluhambisana naye. Inkulumo elandelayo kathisha uMbali ikucacisa kahle lokhu: Ukuthi abanye ekilasini basuke befike kuleli banga ngoba kuphoqa isimo, abafani bonke ekilasini, ukuze bezwe futhi bakhumbule, uye ubone ukuthi kumele uqale phansi nje wenzele ukuthi bakhumbule, bazi ukuthi lo msindo uma ngiwusebenzisa nalo nkamisa, uphimiseka kanje, uma esenalo nkamisa ubizeka kanje. Mhlampe uthi abenze igama, uzobona bazohluleka abanye, kanti abanye bazokwazi ukuhlanganisa le misindo nonkamisa. Khona siyabacathulisa, bayabhenefitha [bayazuza] futhi nabo, babe nomehluko.Uye ubone ukuthi omunye akakwazi ngisho ukubabona nje [onkamisa], ngakho kulukhuni ukuba awusebenzise kahle ukwakha amagama nokuthi nje azi ukuthi usebenza kanjani. Kuye kuphoqe ukuthi ingane yedluliswe ebangeni lokuqala ingakabi ready, ngenxa yeminyaka yayo esuke ingasayivumeli ukuba ibe sebangeni lokuqala. Uma uthi abenze igama ungabakhumbuzi ngonkamisa baningi abangeke bakwazi. Ikakhulukazi njengoba singenabo othisha abaqondene ne-remedial ezikoleni. Ngakho kumele ubacathulise nje njalo. Uthisha ocashunwe ngenhla ugcizelela khona ukuthi othisha bayabafundisa onkamisa nakhona ebangeni lesibili. Uphinde anikeze nesizathu sokuthi lokhu kwenziwa yini; 153
njengoba echaza ukuthi abanye abantwana basuke bengakakulungeli ukuba kuleli banga kodwa badlule ebangeni lokuqala ngoba kuphoqa isimo (iminyaka yabudala). Lokhu kukhombisa ukuthi abantwana bayedlula badlulele ebangeni eliphambili bebe bengakakulungeli ukwedlula. Ngamanye amazwi lokhu kusho ukuthi ukufundiswa kokubhaliwe kusuke kungabanga yimpumelelo. Isithombe esakhiwa yilokhu ukuthi lapho ingane idlulela kwelinye ibanga iya kwelilandelayo, nakhona lapho eya khona ingafike ithwale kanzima ngoba okwasebangeni eledlule ibingakakubambi. Uthisha uMbali wachaza kanjena: Angithi ene unkamisa bawufunda kwa-Grade 1 kakhulu, but kwa-Grade 1 ayiminingi imisindo abayifundayo ehambisana nabo lab’onkamisa, sigxila konkamisa khona kakhulu, so uma sengibathatha la kwa-Grade 2, sengizoqala ngibarivayzise [revizise] le misindo ekade beyifunda kwa-Grade 1 kube sengathi bayayiqala, ngoba baningi abasuke bedlule nje bengakaboni kahle. Ngaleyo ndlela ngisuke ngenzela ukuthi ingane iyithole kahle i-background, ngigcizelele lokhu ekuthole kwa-Grade 1 njengoba bayakhohlwa abantwana kalula, ngeke uthi into bayifundile kwa-Grade 1 ngoba basebancane. Ngakhoke kwa-Grade 2 ngi-add-e omunye umsindo sekufanele ngiba ‘revizise’ , u “a” bazi ukuthi kusenguye lo ababewufunda kwa-Grade 1, futhi noma ngabe sebekwa- Grade 2 bezwe nokuthi imisindo yonkamisa iphinyiswa kanjani isihamba nemisindo emisha, azi ukuthi u ‘pha’ nje yingoba kufakwe loya ‘a’ wakwa-Grade 1... Le nkulumo kathisha uMbali igcizelela khona ukuthi into esemqoka ekufundeni okubhaliwe ebangeni lesibili ukuba izingane zifunde imisindo. Kule nkulumo futhi kuyaqapheleka ukuthi izingane ziyedlula ebangeni lokuqala zingakakulungeli ukuya kwelesibili. Lokhu kukhombisa khona ukuthi nakulo elesibili kuyenzeka okufanayo. Lapho sebebabukezile onkamisa kulelo nalelo langa, othisha bathi baye balandelise ngemisindo engongwaqa lapho sebefundise onkamisa, nayo okumele kube yileyo ingane ethi iqale ifunda ukukhuluma kube yiyona eyifunda kuqala kuneminye, njengo m, b, n, d, njalonjalo. Ngamanye amazwi bathi bafundisa kuqala leyo misindo engelukhuni, engazwakala ilula enganeni ukuyibiza nokuzoba lula ukuyibona nalapho isibhalwe phansi. Leyo misindo yileyo okulula nasenganeni encane ukuyifunda, njengokuthi nje leyo okuthi la iqala ingane ukufunda ukukhuluma, iqale ngayo. Isibonelo, imisindo ehamba ngamithathu kungangebe lula enganeni encane ukuyi funda, ngakho-ke kudingeka kube ngenohlamvu olulodwa kuqala, enezinhlamvu ezimbili kuye kwehamba 154
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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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 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 and 180: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 181: ngaphandle kukankamisa ‘i’. Unk
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:
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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
Page 217 and 218: ngokungangingizi kanye nokufunda ng
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Page 223 and 224: Ngezansi yisibonelo semisindo eyayi
Page 225 and 226: elehlukile, njengokuthi nje enze ok
Page 227 and 228: L: Ngephini T: Yebo iphini L: Pheph
Page 229 and 230: L: Liyaphephuka T: lenzenjani iphep
Page 231 and 232: 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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