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Le nkulumo kathisha uMbali nekathisha uSbo zigcizelela khona ukuthi umsebenzi uhlelwa wenabe kanjani nesonto lonke, kanti futhi abakwenzayo othisha laba kuyafana nokwenziwa ngabanye othisha kuleli banga ngoba umsebenzi bathi bawuhlela ngale ndlela bonke. Lokhu kwenziwa ukuthi ngaphambi kokuba bayofundisa izingane, uthisha uMbali, njengeNhloko YoMnyango yamabanga aphansi esikoleni, uhlala nabo othisha babonisane, bavumelane ngokuzokwenziwa, nokuthi kuzokwenziwa kanjani. Ngaleyo ndlela ekilasini lapho kufundiswa khona umsindo othile, nakwelinye elifana nalo kusuke kufundiswa lowo msindo. Yingakho nje befundisa into efanayo othisha bonke bebanga lesibili. Lokhu yinto eyenzeka nasebangeni lesithathu. Nakhona othisha baleli banga bafundisa into efanayo ngesikhathi esifanayo. Kanjalo futhi nabo bayaxoxa ngomsebenzi abazowufundisa ngaphambi kokuthi baye emakilasini. Ebangeni lesithathu othisha abaqalisi ngonkamisa ukufundisa ukufunda okubhaliwe njengasebangeni lesibili. Bathi baqala ngemisindo ehamba ngamibili kuye kwenezinhlamvu ezintathu. Lokhu kungenxa yokuthi abafundi basuke sebebazi onkamisa kusukela ebangeni lokuqala nelesibili, kodwa baqala babafundise umsindo othile onezinhlamvu ezingongwaqa. Lowo msindo kugxilwa kuwo iviki lonke, njengasebangeni lesibili. Uthisha uyaye athi abafundi abamuphe amagama analowo msindo awethule ngoMsombuluko. Amagama abamnika wona uthisha uwabhala ebhodini, bese ngawo kwenziwe imisho, uthisha agxile kakhulu ekutheni umusho ubhalwa kanjani, njengokuthi nje abantwana kumele bazi ukuthi lapho kuqala umusho kumele kuqaliswe ngosonhlamvukazi. Emva kwalokho uthisha uyaye abhale indaba ezofundwa ekilasini. Le ndaba iba namagama analo msindo omusha abafundisa wona ngalelo sonto, njengoba nakhona ebangeni lesithathu kudingidwa umsindo owodwa kusukela iviki liqala lize liyophela. Okuqaphelekayo ngokufundiswa kokufunda okubhaliwe ebangeni lesithathu ukuthi yimisindo, amagama, imisho, nezindaba okufundwayo. Konke lokhu kuye kugxile emsindweni lowo osuke wethulwe ngalelo viki, ukuze abafundi baze bawejwayele umsindo owethulwe ngoMsombuluko. Kuye kwenzeke kodwa nakuba kungavamile, ukuba bayiqaliswe ebangeni lesibili imisindo ehamba ngamithathu, kuye ngokwenza kwabafundi. Isibonelo, uthisha 161
uNtombifuthi waphendula kanje ngenkathi ebuzwa ngokuthi kuyini ukufundisa ukufunda okubhaliwe ngokuqonda kwakhe, futhi kwenzeka kanjani: Ukufundisa i-reading nje mina ngingasho ngithi ebangeni lesithathu ngiqala ngibafundise umsindo othile, ngithi abangiphe amagama analo msindo engiwethulile. Nakuba siye sibaqalise ngemisindo ehamba ngamibili, sigxila kakhulu kwehamba ngamithathu. Lokhu sikwenzela ukubakhumbuza nje njengoba ebangeni lesibili bagxila kakhulu emisindweni enohlamvu olulodwa nonezinhlamvu ezimbili. Amagama abangipha wona ngiwabhala ebhodini. Senza imisho, ngigxile kakhulu ekutheni umusho ubhalwa kanjani. Isibonelo; siqala ngosonhlamvukazi, bese ngibhala indaba esizoyifunda ekilasini. Le ndaba kumele ibe namagama analo msindo omusha engibafundisa wona. Uthisha uZandile yena uchaza kanjena enkulumweni yakhe ecashuniwe lapha echaza ngalokhu kuhleleka komsebenzi ofundwayo: Ngamafuphi nje ngingasho ukuthi kwa-Grade 3 siqala emisindweni, kuye emagameni, kuye emishweni... Kubo bonke othisha, bebanga lesibili nelesithathu, kuyakhombisa ukuthi ulwazi lwemisindo, ukwakhiwa kwemisho kanye nokufunda indaba enamagama anomsindo okugxilwe kuwo yiyona nto esemqoka lapho kufundiswa ukufunda okubhaliwe. 5.2.2 UKUSETSHENZISWA KWEZINSIZAKUFUNDISA ZOKUFUNDA OKUBHALIWE Noma yimuphi uthisha lapho efundisa, kuye kudingeke ukuba asebenzise izinsizakufundisa. Ziyehlukana izinsizakufundisa, kuye ngokuthi uthisha uzisebenzisela siphi isizathu. Ngezansi izinhlobo zezinsizakufundisa othisha abathi bayazisebenzisa lapho befundisa ukufunda okubhaliwe. 5.2.2.1 IZITHOMBE Olwazini olwatholakala ngezingxoxo nothisha, kwavela ukuthi izithombe ziyasetshenziswa kakhulu lapho kufundiswa ukufunda okubhaliwe. Izithombe othisha abazisebenzisayo kuba ngezidwetshwe ngesandla, kube yilezo ezithengiwe, ezisikwe 162
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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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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
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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 and 188: ongakhulumi, ngoba basuke bengekho
Page 189: Sekuzoxoxwa-ke ngaleli dada, nobeng
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
Page 239 and 240: 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
Page 365 and 366:
Segalwe, O. (2006). SA's R6bn Liter
Page 367 and 368:
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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