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ngawo. Ebhodini babhala imisindo abayifundisayo. Eminye imisindo ihlale ikhona ebhodini ukuze bayisebenzise lapho bakha amagama. Kanti futhi lapho abafundi besuke befunda beyikilasi, basuke befunda imisindo, amagama kanye nemisho kusebhodini. Uthisha uZanele uthi: Ngiyahamba ngiye nabo ebhodini njengekilasi,uma ngifika ebhodini ngibhale umsindo omusha esiz<strong>of</strong>unda ngawo, ngokujwayelekile lowo msindo usuke uhambisana nesithombe esinegama elina lo msindo esisuke sifunda ngawo.Ngiyaye ngibanikeze ithuba lokuthi bacabange,baqagele ukuthi ingabe lesisithombe esisebhodini esani lokhu kusiza ukuthi bakwazi ukubona ukuthi imuphi umsindo oz<strong>of</strong>undwa ngoba phela usuke u fana nomsindo othile otholakala egameni lesithombe lesi esisuke sisebhodini.Bayazama ukukutshela ukuthi babonani noma kwesinye isikhathi kuba nzima ngoba akusithina sonke esikwazi ukudweba,ngakho kuyenzeka udwebe isithombe esingacacile lokhu kwenza kube nzima ukuthi izingane zibone ukuthi yini le esebhodini. Lokhu okushiwo uthisha uZanele, kuyahambisana nokushiwo ngabanye othisha, kanti kuveza isithombe sokuthi othisha balisebenzisa usuku nosuku ibhodi. Kanti nalapho uthisha engasebenzisanga ibhodi ukubhalela kulo, ishadi asuke elisebenzisa ulinameka khona ebhodini ukuze wonke umfundi akwazi ukubona. 5.2.3 IZINDLELA NAMASU OKUFUNDISA UKUFUNDA OKUBHALIWE 5.2.3.1 INDLELA YOKUFUNDISA NGEMISINDO Ulwazi olwatholakala ngezingxoxo nothisha lwaveza ukuthi lapho befundisa ukufunda okubhaliwe bayazi ukuthi kunezindlela ezisetshenziswayo zokufundisa ukufunda okubhaliwe, nakuba baveza ukuthi indlela abayisebenzisayo eyokufundisa ngemisindo (phonic method), abathi yiyona ndlela abayibona ingcono ekufundiseni ukufunda okubhaliwe lapho abantwana besacathula. Abanye babeka ukuthi basebenzisa yona le ndlela yokufundisa imisindo kodwa bese bexuba nezinye. 171
Lapho bebuzwa ukuthi ziyiphi ezinye, babengacacisi ukuthi yiziphi, ngaphandle kokuthi ‘ezintsha’ kulapho uthisha evele afundise umusho enganeni engazange afundise imisindo. Kubo bonke othisha ababeyingxenye yocwaningo ababeveza ukuthi basebenzisa indlela endala nezintsha, akekho owaphumela obala ukucacisa ukuthi zindlela zini lezo ezintsha lapho kwakudingeka ukuba bachaze. Isibonelo, uthisha uZama lapho ebuzwa ukuthi indlela afundisa ngayo ukufunda manje isafana yini nendlela ayefundisa ngayo esikhatini esiphambili, nokuthi lapho ingasafani, yikuphi okushintshile waphendula kanje enkulumeni yakhe ecashuniwe: Khona ngingasho nje ukuthi azisefani zona nengangizisebenzisa esikhathini esiphambili, nakuba ngingakulahlanga okwakudala. Namanje sisadla ngoludala thina lapha ekhaya sifundisa imisindo nje kuqala lapho ingane isemabangeni aphansi futhi lokho kuyasisebenzela. Ngiyaye ngibone kwezinye izikole izingane zifundiswa ngendlela yokuthi zivele zifakwe emishweni nje, kube khona ke ukuthi kube nokugcizelelwa komsindo othile lowo okuyiwona uthisha asuke eqonde ukuba bawubambe. Mina ke kuye kunginike inkinga lokhu ngoba ngiye ngibone sengathi bacabanga ukuthi yisiNgisi lesi, phela esiNgisini akwenziwa njengasesiZulwini. Ingani nami nginengane nje efunda ezikoleni okwakungezabaMhlophe, angikaze ngibone kuma-exercise books ayo kubhalwe lab’o a, e, i, o, u. Futhi angikaze ngibone imisindo ngisho leyo nje yongwaqa isifundiswa njengasesiZulwini. Khona ngiye ngibone ingane ifunda nje iqaqeka isiNgisi, kodwa hhayi baba, uma sekubhalwa i-spelling ngiye ngibone inkinga-ke. Nakhu phela ingani sekuthiwa ingane akudingi uyibambele i-spelling kodwa kumele ubheke umqondo kwekubhalile. Hhayi, mina impela angikuthandi lokho ngoba phela isiZulu ulimi lokuqala kufanele ingane ikwazi ukufunda kahle, iphinde ibhale ngendlela eyiyo. Ingani buka nje, kuyenzeka ngenxa yohlamvu olulodwa esiZulwini uma ingane ibhale i-spelling esi-wrong, uvele ulahleke totally umqondo, kungabe kusezwakala ukuthi ingane ibiqonde ukuthini. Buka nje uma ingane bekufanele ibhale ukuthi “suka” yona bese ibhala ukuthi “soka”, uyabona ukuthi yizinto lezi ezingasondelene nakancane. Khona kuyadinga ukuthi noma zikhona izindlela ezintsha lezi esezikhona, sizisebenzise nokuzixuba nezazivele zikhona khona abantwana bezothola ulwazi lolimi kangcono. Kule nkulumo ecashunwe ngenhla kuyacaca ukuthi othisha bathembele kakhulu ekusebenziseni indlela yokufundisa ngemisindo njengoba uthisha uZama egcizelela ukuthi bona kulesi sikole basadla ngoludala futhi lokho kuyabasebenzela. Njengoba kuke kwavezwa esahlukweni sesithathu, uJoubert nabanye (2008, p. 89) bayagcizelela ukuthi akukho neyodwa indlela okungathiwa yiyona yona elungileyo ekufundiseni ukufunda okubhaliwe, kodwa uthisha kumele akhethe ukuthi yiyiphi elungele ingane nengane, 172
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
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4.1 ISINGENISO ISAHLUKO 4 UHLAKA LW
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feminists, yama-constructivists, ya
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ewufundayo, indawo lapho esuke ifun
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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 and 198: Kanti uthisha uZandile ubeka kanje:
Page 199: ingaveza isithombe sakwandabazabant
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
Page 249 and 250: 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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