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5.2.2.4 UKUSETSHENZISWA KWEZICHUSE EZIYIMIDWEBO (CARTOONS) Ezingxoxweni kwavela ukuthi izichuse eziyimidwebo zibalulekile ekufundiseni ukufunda okubhaliwe, nakuba bengavezanga ukuthi bayaye bazisebenzise lapho befundisa, kodwa baveza nje ukubaluleka kwazo. Lokhu akuvezwanga othisha abaningi kodwa kwavezwa uthisha oyedwa kwabayisishiyagalombili. Lapho umcwaningi ebuza ukuthi njengoba enalo lolu lwazi, uyalusebenzisa yini lapho efundisa, uthisha waphendula ngokuthi nakuba azi, kodwa ngenxa yokushoda kwazo izinsiza ubengakaze akwenze kodwa usazozama ukukwenza. Uthisha wachaza ukuthi izichuse kungaba ngezidwetshiwe encwadini, eshadini kumbe ebhodini. Ngezichuse eziyimidwebo uthisha angacela abafundi ukuthi babuke isithombe bese ebacela ukuthi baxoxe indaba ngabakubonayo. Kungaba khona okubalekelela ekucabangeni kwabo ukuze bathi noma bexoxa indaba kube ukuthi indlela ababona ngayo ayiqhelile kakhulu kulokhu okungase kube kulindelekile. Isibonelo, uthisha angaveza umdwebo wezichuse efuna ukuba abafundi baxoxe ngokuya kwandabazabantu. Lapho angakhombisa nangombhalo ukuthi lawa ngamahhovisi akwandabazabantu. Sebengasho-ke ukuthi kwenziwani kwandabazabantu, njalonjalo. Ngaphandle kwezichuse eziyimidwebo, uthisha angalungisa nezichuse nonodoli abakhandwe ngezidwedwe kumbe abathengwayo). Nokho-ke, njengoba sengichazile ngenhla, konke lokhu uthisha akuchazayo akakwenzi, kodwa uveza ukuthi yinto okufanele yenzeke ngale ndlela. Ngamanye amazwi, lokhu kusho ukuthi nakuba othisha kungenzeka ukuba baba nalo olunye ulwazi, kodwa abalusebenzisi. Isizathu sokuthi izinsiza ziyashoda yingakho engazisebenzisi izichuse ekufundeni, yisizathu esingezwakali kahle ngoba izichuse angazakha ngamaphepha, ngezidwedwe, azidwebe, njalonjalo. Le nkulumo engezansi ka thisha uNtombifuthi icacisa lokhu: ...Okunye-ke kuyaba khona ama-cartoons. Angikaze khona ngiwasebenzise kodwa ngiyafisa ukuthi ngiwenze.ama-cartoons mhlampe kube nama bubbles..mhlampe ngibuze ukuthi uthini lo osesithombeni, bakhuluma ngani…ukuthi bengingakayitholi esezingeni labo. I-cartoon leyo mhlampe 169
ingaveza isithombe sakwandabazabantu, kube mhlampe nanomdwebo namagama akhombisayo ukuthi kwenziwani laphaya... Lapho othisha bebuzwa ukuthi bayazisebenzisa yini ezinye izinsizakufundisa ngaphandle kwalezi abazibalayo baphendula ngezindlela ezingafani njengoba abanye babevuma ukuthi zikhona ezinye izinsiza abazisebenzisayo ngaphandle kwalezi, kanti abanye babeveza ukuthi kunzima ukusebenzisa izinsiza ezehlukahlukene ngenxa yesikhathi, njengoba abantwana basuke besacathula, ngakho kungelula ukusebenzisa izinsiza ngokuzishintshashintsha. Uthisha uMbali ubeka kanje: Akungilungeli kahle ukusebenzisa izinsiza ezahlukahlukene ngenxa yesikhathi...abaqedi [abantwana], asikho isikhathi sokuthi ngisebenzise ama teaching aids amaningi ngenxa yokuthi bayacathuliswa, isikhathi siyinkinga enkulu ngoba uyaphutha ukwenza ezinye izinto obuzihlelile ngenxa yeskhathi. Plus futhi nje nama-readers ethu esinawo, they are not up to standard. Asinawo kahle hle. Incwadi enginayo nje engibafundisa ngayo iyodwa. Ngiye-ke ngibagayele uma ngifuna babe nama-copy. Kwesinye isikhathi ngiza nayo ekilasini incwadi ngizobafundela indaba ngoba izincwadi azikho kahle. Lesi sizathu sikathisha uMbali sokungasebenzisi ezinye izinsizakufundisa ekufundiseni ukufunda okubhaliwe asizwakali kahle ngoba lokhu kukhombisa ukuthi uthisha usuke engahlelile kahle hle umsebenzi wakhe. Ngikusho lokhu ngoba uma uthisha ey<strong>of</strong>undisa kumele ahlele ukuthi uzosebenzisa luhlobo luni lwezinsiza, nini, kanjani. Ngamanye amazwi lokhu kusho ukuthi noma ngabe benalo olunye ulwazi mayelana nezinsiza ezisetshenziswayo, abalusebenzisi lolo lwazi. Kunalokho balugcina kungolwabo, bangalusebesenzisi ekudluliseni ulwazi enganeni. 5.2.2.5 UKUSETSHENZISWA KWEBHODI Njengakunoma yisiphi isifundo, kubalulekile ukusetshenziswa kwebhodi. Othisha babeveza ukuthi ibhodi bayalisebenzisa kakhulu lapho befundisa ukufunda okubhaliwe . Babeka ukuthi baye basebenzise ushoki omhlophe ngoba ugqamile. Ngaphandle kwawo basebenzisa abanye abanemibala egqamile njengalowo ophuzi, obomvu, obukhwebezane, oluhlaza okwesibhakabhaka kumbe okotshani, kuye ngokuthi yini afuna ukuyigqamisa 170
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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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ingakwazi ukwenabela kubantu, noma
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4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
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feminists, yama-constructivists, ya
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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 and 194: ungakhulumi ngemisho enemisindo aba
Page 195 and 196: eseyifundile, uye abasize abalekele
Page 197: Kanti uthisha uZandile ubeka kanje:
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
Page 245 and 246: ngokwakwenzeka esikoleni iGolide en
Page 247 and 248: 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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