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umfundi efunda. Othisha bathi lokhu kusiza nasekutheni umfundi ajabulele ukuthi naye kukhona asekwazi ukuzitholela yena ngaphandle kokuba kuze kube nguthisha ohamba phambili kunaye. Baveza ukuthi lapho befundisa ukufunda okubhaliwe, bayaye bangabeyi abafundi ngoba abanye bayakwazi ukuzitholela imisindo emisha bengakatshelwa nguthisha ngayo. Lokhu kubakhuthaza ekutheni bazizwe bengabafundi abaphumelelayo. Uthisha uZandile ubeka kanje: Ngiyakhumbula nje phambilini sasisebenzisa incwadi okwakuthiwa uMasihambisane. Kwakuyincwadi efundwayo kodwa abantwana bona izinto le eyayikhuluma ngazo kwakuyizinto ezingekho emiphakathini abaphuma kuyona izinto abangazazi emihleni yabo yansukuzonke. Manje izincwadi ezifundwayo zikhethwe yithina bothisha. Senza isiqineseko sokuthi sikhetha incwadi enezinto ezikhona emphakathini abaphila kuwona.Isibonelo: Ukuphepha, bahlale behamba emigwaqeni enesiphithiphithi nsukuzonke, ukuya edolobheni, amalungelo. Kumele bawazi amalungelo abo njebantwana. Siyazi siphila ezweni elinobugebengu, kumele bazi ukuthi yini okumele bayenze uma kukhona okuthile okwenzakalayo ukuze baziphephise, njalonjalo... Ngala mazwi acashunwe ngenhla, kuyakhombisa ukuthi othisha bafundisa izingane izincwadi zezindaba ezingangezinga labo lokukhula ngokweminyaka. Kodwa-ke lapha umbuzo kungaba ukuthi nakuba abantwana belingana ngokweminyaka yobudala futhi bekufanele ukuba babe kuleli banga, bayafana yini nangokwamakhono abo okufunda. Ngamanye amazwi, basezingeni elifanayo yini lokufunda okubhaliwe? Lokhu kukhombisa ukuthi nanxa besho ngomlomo ukuthi baye bangabeyi abantwana, kodwa la mazwi awakhombisi ukuthi ababeyi abantwana ngoba izingane ekilasini azifani, nezizalwa ngumama oyedwa zingeze zafana, ngisho ezingamawele zingeke zibe nolwazi olufanayo efufundeni noma yini efundwayo. Nokho-ke kuyakhombisa ukuthi banalo ulwazi lokuthi izingane kuhle ukuba zifunde ngezinto eziphila nazo emiphakathini, ezinolwazi oluthile ngalo, okuyinto uVygotsky (1978; 1987;1993) ayigcizelelayo. Othisha bayachaza ukuthi lapho befunda incwadi yezindaba, uthisha ubenza baxoxe kuqala ngengaphandle lencwadi, basebenzise izithombe ezisoqwembeni lwencwadi ukubalekelela ukuba bacabange ukuthi incwadi leyo noma ngabe indaba esencwadini ikhuluma ngani. Lapho beqagela ngokungayi ngakhona njengoba uthisha usuke 165
eseyifundile, uye abasize abalekelele ekucabangeni kwabo ukuthi noma ngabe umuntu nomuntu ubuka ngeso lakhe, kodwa angasale esenhlanhlatha kakhulu, asho okuhluke kakhulu kulokho azokuthola encwadini. Lokhu kubenza babe nomndlandla wokufunda indaba uma beziqagelele bona basho into nothisha avumelana nayo. Nokho-ke kuba kuhle uma abafundi bezozitholela ekugcineni kwendaba abakade beyifunda ukuthi abebekuqagelile yikho yini noma akusikho. Uthisha uJabu uchaza kanjena ngalokhu: Ngamafuphi nje ngingasho ukuthi kwa-Grade 2 siqala emisindweni, kuye emagameni, kuye emishweni. Emva kwalokho ubafundisa nge-reader yabo kodwa awubafundisi i-reader uma zisuka nje kuqala iviki ngoba kufanele niqale nifunde imisindo. Bengakangeni encwadini kufanele nibheke ingaphandle lencwadi noma lendaba uma kuyindaba. Kumele babuke izithombe kuleyo ndaba noma incwadi uma kuyincwadi yonke. Lezo zithombe yizona okumele zibanike isithombe ngokuzokwenzeka embhalweni. Kufanele baqale ngalo-ke ingaphandle, balibheke ukuthi linamifanekiso miphi, bacabange ukuthi indaba ingase ikhulume ngani phakathi, njalonjalo. Baye babe nezimpendulo-ke ezahlukene, kodwa kufanele baqagele phela kuye ngakhona. Uma ubona-ke ukuthi engathi balahlekile ababoni impela, uzame izindlela zokuthi bacabange okuyela ngakhona. Uma inezilwane, mhlampe indlovu noma ixoxo, babuze-ke ngalo baqagele ukuthi kwenzakalani endabeni. Siyaxoxa ngalokho okusemfanekisweni, uma kuyixoxo, nobengalazi ixoxo agcine eselazi. Futhi uma kuyigama elinomsindo esingakawufundi, awulindi ukuthi kuze ufundwe lowo msindo. Awulindi, uvele ubafake nje, uchaze, ngoba awuze ukhulume ngento ngoba sekufundiwe ngayo, cha. Kubalulekile ukuthi izindaba noma incwadi efundwayo ibe nezithombe. Le nkulumo engenhla igcizelela ukuthi abantwana kudingeka bafundiswe izincwadi ezingangezinga labo lokukhula, okuyinto, njengoba sengike ngachaza phambilini, engaba yinkinga lapho bengase babuzwe ukuthi abantwana baluliphi izinga lokukhula, ngoba abantwana abafani. Ngikusho lokhu ngoba izinga lokukhula, alisho iminyaka yobudala, kodwa lisho izinga lokuthuthuka ekufundeni umbhalo. Lokhu kungenxa yakho ukuthi abantu abaphiwe ngokufana, nanini abasoze bafana. Abanye othisha baveza ukuthi ngenxa yokushoda kwezinsizakufundisa nangokushoda kwezincwadi ezingangezinga labantwana lokukhula, othisha baye bazame ngisho ukubakhela bona ngokwabo izindaba abazifundisa emakilasini. Lokhu bakwenza ukuze baneliseke ukuthi izindaba ezifundwa yizingane zisezingeni lazo lokukhula ngenxa 166
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
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yokulandelisa, eyayilandela umbuzo
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kwalawo ma-themes athe ukujula impe
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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 and 190: Sekuzoxoxwa-ke ngaleli dada, nobeng
Page 191 and 192: uNtombifuthi waphendula kanje ngenk
Page 193: ungakhulumi ngemisho enemisindo aba
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
Page 243 and 244: 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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