isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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NgoLwesibili-ke bayaqhubeka nawo lowo msindo bafunde kanjalo, namagama ebebewenza ngayizolo ngoba abawesuli ebhodini, ahlala ekhona iviki lonke. Kodwa uthisha uyalwenza ushintsho oluncane uma sikhona isidingo. Uthisha kwesinye isikhathi ubabhalisa nemisho athi abagcwalise imisho, asebenzise izithombe ezithile ezihambisana nalowo msindo, ukuze bezokwazi ukucabanga ngesithombe bese bebona ukuthi yiliphi igama okumele balifake. NgoLwesithathu bayafunda ngawo umsindo owethulwe ukuqala kweviki, babhale futhi ngawo amagama nemisho emifushane. Uthisha uyabaxoxela indaba noma ayibhale eshadini bayifunde. NgoLwesine othisha bayaye baye emtatsheni wolwazi (library) nezingane. Izingane ziyaye zifunde izincwadi ezithandwa yizona. Lokho kusiza ekutheni umfundi abe nothando lokufunda. Kodwa-ke othisha bathi ngenxa yokushoda kwezincwadi, kuyenzeka uthole sebebambisana incwadi eyodwa, bafunde ngababili. Ngosuku lwangoLwesihlanu-ke othisha bathi baye bahlole izingane ngokufunda okubhaliwe. Bakwenza lokhu ngokuthi bababhalise isibizelo samagama alishumi. Kunencwadi ababhala kuyo isibizelo njalo ngosuku lwangoLwesihlanu. Isibizelo basibhala ngemumva ezincwadini zabo, kanti eminye imisebenzi ebhalwayo bayibhala ngaphambili. Imisebenzi eminye yimisebenzi efana nokubhalwa kwemisho nokuqedela amagama ngohlamvu oluthile, okwenzeka ngezinye izinsuku. Uthisha uMbali uyachaza ukuthi umsebenzi uwuhlela kanjani ukuze wanele isonto lonke uma efundisa ukufunda okubhaliwe: NgoMsombuluko si-introjusa umsindo omusha. Uma siwu-introjusa uthisha ulungiselela kahle isifundo sakhe ngokuthi athole ishadi nezithombe ezizohambisana nalowo msindo. Uma ukwazi ukudweba uyadweba futhi naseshadini…ngeke uthi uneshadi elilodwa, angaba noma mangaki, uma nje ezokwazi ukucacisa lokhu ofuna abantwana bakwazi. Uma uwu-introjusa umsindo, usebenzisa isithombe, ubabuze ukuthi abaqagele ukuthi yini le esesithombeni..Bayaqagela-ke, uma kusobala bekubona kalula bayasho ngaphandle kobunzima. Usuzobabuzabuza-ke imibuzo ngaleyo nto esesithombeni, uzame ukuthi nobengayazi agcine eseyazi kahle ngoba phela izingane azifani. Kokunye ungathi bayayazi into kanti bambalwa abayaziyo. Uyababuza ke imibuzo, njengokuthi nje ake ngithi uzofundisa umsindo ka ‘d’, usuzodweba idada, ubabuze ngalo ukuthi bake balibona yini, lidlani, lihlalaphi, linjani umbala walo, likhona yini ekhaya, bayelesaba yini noma abalesabi, liyadliwa yini, linoboya noma linamaqubu, njalonjalo. 159
Sekuzoxoxwa-ke ngaleli dada, nobengalazi agcine eselazi kahle. Uyabathathake niye ebhodini eduze kweshadi, uqinisekise ukuthi wonke umuntu uyakwazi ukubona eshadini. Usebenzisa induku ukukhomba, ubenze ukuba nabo bafunde, ubanike nethuba lokufunda ngamaqembu ngababili noma ngamunye. Emva kwalokho usuzothi abawabhale-ke lawo magama akade niwenza. Kuyenzeka abanye uma uthi abawabhale enjengoba enjalo, bahluleke yize ekhona ebhodini. Kanti abanye-ke bayakwenza kahle. NgoLwesibili-ke niyaqhubeka nawo lowo msindo bafunde kanjalo, namagama ebeniwenza izolo awuwesuli, ungenza nje ushintsho oluncane uma sikhona isidingo, kodwa ungenza nje mhlampe ama-activities ahlukile uma uthanda noma uphindaphinde khona lokho kwayizolo. Ungababhalisa nemisho uthi abagcwalise, usebenzise izithombe ezithile ezihambisana nalowo msindo, ukuze bezokwazi ukucabanga ngesithombe bese bebona ukuthi yiliphi igama okumele balifake, kuningi nje. NgoLwesithathu siyafunda sibhale futhi, ngawo lowo msindo ofanayo. Ungabaxoxela nendaba noma uyibhale eshadini bayifunde, bakhombe bona ngenduku, njalonjalo. NgoLwesine sivama ukuya e-library. Bayafunda e-library izincwadi ezithandwa yibona asibaphoqi. Lokho kusiza ekutheni umfundi abe nothando lokufunda. Kodwa ke ngenxa yokushoda kwezincwadi, kuyenzeka uthole sebebambisana incwadi eyodwa, bafunde ngababili. NgoLwesihlanu-ke sibhala isipelingi samagama ayishumi njalo nje... Kanti uthisha uSbo yena uthi: Okey, uma abantwana befika besuka ebangeni lokuqala basuke befunde imisindo ehamba ngayodwa, engiyaye ngikwenze ukubukeza lokhu abasuke bekwenze ebangeni lokuqala. Ngibe sengiqala lapho ukubafundisa. NgoMsombuluko ngethula umsindo, sakhe amagama analowo msindo. NgoLwesibili siyawafunda amagama, ngiyadweba nezithombe ezinamagama analo msindo esiwundayo. NgoLwesithathu bayabhala, baqhathanisa izithombe namagama. NgoLwesine sibhala imisho. Uma sibhala imisho inhloso lapho kusuke kuwukubafundisa ukuthi ubhalwa kanjani umusho. Isibonelo: baqale ngohlamvu olukhulu ekuqaleni komusho, babhale igama lomuntu, isibongo, indawo, sikole, njalonjalo ngegama elikhulu usonhlamvukazi phela. Uma sakha imisho senza isiqiniseko sokuthi ayikho imisindo esingakayifundi. Uma ngethula umsindo ngiyawubhala ebhodini bese ngibuza kubo ukuthi uthini loya msindo. Imvamisa-ke vele sisuke sikhona isithombe ebhodini esinegama elinalo msindo esiwufundayo. Isibonelo: ngidweba inqola ebhodini noma nginamathisele isithombe, ngibabuze ukuthi bacabanga ukuthi yini lena noma babona ini. Imvamisa bayakwazi ukubona into edwetshiwe,Bazokutshela ukuthi inqola.Bese uyabatshela ukuthi igama elithi inqola linomsindo u ‘nq’. Ubabhalele ebhodini, ubabuze ukuthi u ‘nq’ unemisindo emingaki, wakhiwe imiphi imisindo. Bazosho ukuthi umsindo kanana (n) nomsindo weqanda (q).Yiyonake indlela engifundisa ngayo. Bese kuthi ngoLwesihlanu sibhale isipelingi ngalo msindo ekade siwenza, amagama esikade siwafunda ahlala ebhodini kuze kube uLwesihlanu, asiwesuli. 160
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
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lwasekhaya. Lokhu kwakuzosiza ekuth
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kuyindawo esengake ngahlala kuyo. N
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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 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: ongakhulumi, ngoba basuke bengekho
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
Page 217 and 218: ngokungangingizi kanye nokufunda ng
Page 219 and 220: asebenzisa ziphi izindlela namasu,
Page 221 and 222: okwenzeka kulezi zikole zombili, ko
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
Page 233 and 234: Emva kokufunda amagama ephindelelwa
Page 235 and 236: Lokhu kwaveza umqondo wokungahleli
Page 237 and 238: 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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