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kumaphephabhuku kumbe ezisendabeni efundwayo. Othisha bathi baye balekelele ngokudweba izithombe ebhodini ngoshoki. Izithombe lezo zisuke zihambisana nomsindo okuyiwona wethulwe ngosuku lokuqala lweviki, uMsombuluko. Lokhu kusho ukuthi isithombe kuba ngumfanekiso wento enegama elinalowo msindo okugxilwe kuwo ngalelo viki. Kwesinye isikhathi uthisha uyaye alungise isithombe esikhulu esiheha ilukuluku lokufunda kubafundi. Lesi sithombe othisha basibiza ngokuthi yi-giant picture. Kuye kube yizithombe ezinemibala lapho zisencwadini kumbe eshadini. Lapho uthisha edwebe isithombe ebhodini, siyaye sicace, izingane zingabe sezidideka zihluleke ukubona ukuthi sithombe sini asidwebile. Lokhu kuyahambisana nokushiwo abacwaningi abaningi (Street, 1997; Teacher’s Handbook for Teaching Reading in the Early Grades, 2008), abafakazela ukuthi umfundi obizwa ngokuthi umfundi osafufusa, ngumuntu owenza lokhu: osebenzisa izithombe ukuxoxa izindaba, owazi eminye yemisindo, kanye nezinhlamvu ezakha leyo misindo. Othisha bayakuveza ukuthi nakuba bengasebenzisa izithombe lezo ezinkulu abazibiza ngama giant pictures, akuvami ukuba kube yisithombe okuzothi lapho bexoxa ngaso kube yisithombe sento enegama elinemisindo abangakafundi ngayo. Lokhu kusiza ekutheni bakhumbule umsindo asebewufundile njengoba isikhathi esiningi lolu hlobo lwezithombe lusebenza lapho imisindo eminingi sebeyifundile, okuyinto evama ukwenzeka ngesigaba sesibili sonyaka (emva kwamaholidi asebusika angoNtulikazi), lapho imisindo asebeyifundile isingumthanyana, kungafani nesigaba sokuqala sonyaka lapho isuke isembalwa imisindo abasuke besayifundile. Othisha bathi isizathu salokhu ukuthi othisha abafundisi ngesivinini esikhulu bajahe ukuqeda uhlelo lomsebenzi wonyaka, kodwa bayabacathulisa abantwana ngokubafundisa imisindo ngoba basebancane: Uthisha uMbali ubeka kanjena lapho ecacisa ngalo mbiko: Ake ngithi nje kwa-Grade 1 njengoba basuke befunda kakhulu imisindo yonkamisa nongwaqa abahamba ngawodwa, kufanele isithombe leso kube ngabazokwazi ukuxoxa ngaso, kube yisithombe esizobenza bakhulume ngamagama anemisindo asebeke bayifunda. Khona kuye kube ngcono uma ukwenza lokhu nge-quarter yesibili hhayi yokuqala, ngoba nge-quarter yesibili kusuke sebefunde kakhudlwana, imisindo isingumthanyana. Njengokuthi nje uma wazi ukuthi usuwufundisile umsindo ka ‘t’, ungakha ngisho imisho ngamagama: utamatisi,utamatisi kamama, Utamatisi uwile, 163
ungakhulumi ngemisho enemisindo abangayazi, noma uma kwenzekile, abe mancane amagama anemisindo abangayazi. Kuye kube yinkinga uma mhlampe usuz<strong>of</strong>aka igama elinomsindo abangawazi njengokuthi nje ukuba usungafaka igama elithi “amandla”, bebe bengakafiki emsindweni ka “ndl”. Ngiye ngigcizelele ukuthi babhale ama-sentence amafishane, ngibatshele nje ukuthi “just write short sentences” ngemisindo eseniyifundile. Kodwa uma sebefunda indaba, siyayifaka neminye imisindo ngoba eminye imisindo izingenela yona. Mhlampe kuthiwe ene ingane encane iwise ibhakede ngoba ingenawo ...amandla. Obvious uyabona ukuthi kufuneka igama elithi “amandla”. Ngale ndlela ke uyabona naye ukuthi oh, ibhakede liwile, ingane incane, ngakho yini engenayo ingane...”ngamandla” . Ngamanye amazwi kufanele kube khona i-information ethile anayo umntwana uma efunda indaba. Ngingabuye ngibabuze ngithi konje umsindo loyana wamandla ekade siwubona ubhalwa kanjani...Uma sengithi abakhe imisho kuye kufanele kube imisho emifushane impela ngiye ngikugcizelele lokho ukuthi ayibe mifushane. Angisebenzisi ngisho ipeni elibomvu ngisebenzisa ipeni lomsizi ngoba ipeni elibomvu liya-discourager. Kule nkulumo engenhla kuyacaca ukuthi izithombe zibalulekile ekufundiseni ukufunda. Lapho zisetshenziswa, abantwana bakha amagama nemisho emifushane ngokuhumusha izithombe. Kodwa futhi kule nkulumo engenhla kuyaqapheleka ukuthi uthisha unokuziphikisa lapho ethi endabeni bayayifaka nemisindo engakafundwa ngoba enhla nale nkulumo uthi abakwenzi lokhu. Lokhu kukhombisa ukuthi akanaso isiqiniseko ngakushoyo nangayaye akwenze. 5.2.2.2 UKUSETSHENZISWA KWEZINCWADI ZEZINDABA Izindaba ziyingxenye yokufundisa ukufunda okubhaliwe kubantwana abasebancane. Ababili othisha kulabo abayisishiyagalombili ababebambe iqhaza ocwaningweni, bachaza ukuthi baqala ngokuthi baxoxele abafundi indaba bengakayifundi bona ngokwabo [abafundi], bethi beqambe beyifunda, uthisha abe esebafundele, bamlalela ngenkathi eyifunda. Kwesinye isikhathi uthisha uye abanike ukuba bayifunde emva kokuba esethule umsindo omusha wangalelo sonto, baphinda babhala namagama kumbe nemisho ethile. Kanjalo nendaba nayo kuyaye kube ngezogqamisa umsindo lowo <strong>of</strong>undiswa ngalelo viki. Njengoba basuke besebancane, uthisha akakhethi indaba engaphezu kwezinga labo lokukhula. Nakuba zingaba khona ezinye izinhlamvu abangabe bengakangeniswa kuzo, kodwa lokhu akusho ukuthi sekungaba yisimbelambela ukuba kube nemisindo asebeyifundile kuphela. Eminye imisindo iyazingenela yona ngesikhathi 164
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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
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kwalawo ma-themes athe ukujula impe
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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 and 190: Sekuzoxoxwa-ke ngaleli dada, nobeng
Page 191: uNtombifuthi waphendula kanje ngenk
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
Page 241 and 242: 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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...................................
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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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