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kumbe amaqembu ehlukene abafundi bakhe okuzolekelela ukuthi umfundi athuthuke ekufundeni okubhaliwe ngokukuqondisisa. Nokho-ke le ndlela lapho isetshenziswa iyodwa ingeze yalekelela abafundi ukuba bafunde ngokuqondisisa umbhalo, futhi babe ngabafundi abaseqophelweni eliphezulu lokufunda imibhalo eyahlukene njengoba le ndlela igxila ekubhalweni kwamagama, ngamanye amazwi ekupeleni. Njengoba ngike ngaveza esahlukweni sesibili, indlela yokufundisa ngemisindo yenza isivinini sabafundi sihambe kancane kwenza abafundi babone kusemqoka ukubhala amagama ngesipelingi esiyiso, kunokuba ajahe ukuthola umqondo wombhalo. Lokhu kungenxa yokuthi umfundi uthatha isikhathi eside ezama ukucophelela ukuthi igama libhalwa kanjani (Joubert et al, 2008; Joubert, 2004; Shanahan, 2006), kunokuba azame ukuthola umqondo wombhalo. Ngamanye amazwi le ndlela ikhuthaza abafundi ukuba bakwazi ukupela kunokuba babe ngabafundi abathuthukile bokufunda okubhaliwe, abafunda ngokuzimela ngaphandle kosizo lwabantu abadala. 5.2.3.2 AMASU OKUFUNDISA UKUFUNDA OKUBHALIWE Othisha lapho befundisa ukufunda okubhaliwe bathi basebenzisa amasu athile okufundisa. Ngezansi kuzobalwa lawo abathi bayawasebenzisa ekufundiseni ukufunda okubhaliwe. 5.2.3.2.1 UKUFUNDISWA KOKUFUNDA OKUBHALIWE KUHAMBISANE NOKUBHALA Othisha bachaza ukuthi ukuze ukufunda kube yimpumelelo, njalo nje kuye kube khona abakubhalayo abafundi uma befunda ukufunda okubhaliwe. Emva kokufunda uthisha uye athi ababhale okusebhodini kunjengoba kunjalo, ukuze abone ukuthi bangakwazi yini ukukubhala njengoba kubhaliwe. Lokhu kuye kube amagama noma imisho emifushane enemisindo abakade beyifunda. Lapho sebekubhalile bekubuka, ngosuku olulandelayo baye baqede ukufunda bese bebhala amagama bengasawaboni, balifunde kuqala igama beliphindaphinda ngaphambi kokuba balibhale bengasaliboni. 173
Njengoba ucwaningo oluningi luveza ukuthi ukufundisa umbhalo okuyimpumelelo kumele kuhambisane nokubhala; njengoba kuke kwachazwa esahlukweni sesibili, kwavela ukuthi othisha bathi bayakwenza lokhu. Isibonelo, bangagcwalisa imisho ngamagama athile, babhale isibizelo, babhale imisho uma bekade befunda ngomsindo othile ukuze uthisha abone ukuthi sebeyawazi yini umsindo lowo ukuwubona nokuthi ubhalwa kanjani. Njengoba nocwaningo luveza, kubalulekile ukuthi abantwana babhaliswe isibizelo kanye nendatshana lapho bekuleli zinga lokukhula (Commeyras, 2009, Joubert et al, 2008). Isizathu ukuthi abantwana basuke bengakabi sezingeni lokuhlaziya umbhalo, okuhlanganisa nokukhipha izindikimba, ukuhlaziya abalingiswa, ukuhlela indaba ngezigaba, njalonjalo, okungenziwa ngabafundi asebethe xaxa. Nokho-ke, nakuba imisindo nesibizelo kubalulekile, lokhu akusho ukuthi abantwana kumele bafundiswe khona kodwa, bangavezelwa ulimi nokusebenza kwalo ngokwasemphakathini, njengoba imisindo namagama ayingxenye yolimi olukhulunywayo, ngakho lapho kusebenze olimini olwejwayelekile abafundi bangazuza amakhono amaningi olimi. Uthisha uMbali uchaza kanje: Angithi ngesikhathi elifunda igama, eliphimisa, uyazifunda izinhlamvu kufanele-ke futhi lezi zinhlamvu aphinde akwazi ukuzibhala phansi. Uma esebhala yilapho ezibonakalisa khona-ke ukuthi uzwile. Kufanele akwazi ukufunda izinhlamvu bese ekwazi futhi ukubhala phansi lolo hlamvu akade elufunda ukuze kubonakale ukuthi ngempela useyakwazi futhi nokulirecogniser nalapho selisetshenziswe egameni. Ngeke ugcine ufundise ukufunda bese bengabhali. Sometimes ubenzela indaba, uyenze ibe nalo msindo okade bewufunda. Kufanele bakwazi ukuwubona lo msindo uma ususebenze endabeni. Ngaleyo ndlela uyakwazi ukubona ngoba useyakwazi ukubhala naphansi ngoba phela uma ebhala, lokho akubhalayo uyakufunda yena uqobo, ebheka nokuthi ukubhale ngakho yini. Ngakho nje ukufunda nokubhala awukwazi ukudweba umugqa kukho kokubili ngoba kuyahambisana. Ukuze futhi ubone ukuthi ufunde ngempela, ungathi kuleyo ndaba abakade beyifunda uthi ababhale amagama analo msindo, awabhale ngokulandelana kwawo njengokuqhamuka kwawo endabeni, abone ukuthi yiliphi eliqhamuke kuqala kunelinye. Ake ngithi nje uma efunda ngomsindo ka ng, indaba iqala ngokuthi ingangamela yengwenya yebhasi ithwala abantu bakwaNongoma...yena kufanele abhale igama elivele kuqala endabeni kunelinye. Noma ngabe usuthi ababhale imisho kumele uthi ababhale imisho ngamagama anale misindo enjengoba elandelana endabeni, ngamanye amazwi aqale ngalo ukulizwa. Ngaleyo ndlela kuzobonakala ukuthi ufunde ngempela. 174
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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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ewufundayo, indawo lapho esuke ifun
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ulwazi olusha nolwazi abavele benal
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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 and 200: ingaveza isithombe sakwandabazabant
Page 201: Lapho bebuzwa ukuthi ziyiphi ezinye
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
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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 &
Page 251 and 252: 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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