isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Le nkulumo ecashunwe ngenhla iyakhombisa ukuthi nakuba othisha beqonda kahle ukuthi yini okumele yenziwe ngabazali bezingane ukuze izingane zithuthuke ekufundeni okubhaliwe, bazithola bethwele kanzima lapho abazali bengalibambi elabo iqhaza, ngamanye amazwi babeke konke kuthisha. 5.3 INGXOXO Njengoba ngike ngachaza esahlukweni sesine, uMnyango WezeMfundo (2008c, p. 11) ubala izingxenye ezinhlanu ezibalulekile ekufundiseni ukufunda okuyilezi ezilandelayo: ulwazi lwezimelamsindo, ulwazi lokubona/ lokuhlonza amagama, ukuqondisisa , ulwazimagama kanye nokufunda ngokunganqikazi/ ngokungangingizi. Njengoba esahlukweni sesine ngike ngachaza ngokuthi ucwaningo oluvele lukhona luyagcizelela ukuthi lapho ingane ihluleka ukuqondisisa umbhalo ewufundayo, okuyiyona njongo yokufunda okubhaliwe, kusuke kungekhona nje ukuthi leyo ngane ihlulwa ukuqondisisa umbhalo. Ingane ingabonakala ihlulwa ukuqonda umbhalo ewufundayo, kanti inkinga ayiqalanga lapho, kukhona enye yalezi zingxenye zokufunda okubhaliwe ezinhlanu exegayo kumbe enyanyalatiwe ngesikhathi ifundiswa njengoba lapho ingane ifundiswa ukufunda kumele zonke lezi zingxenye zithuthukiswe kahle, kuze kufinyelele lapho ingane isiwuqonda umbhalo ewufundayo (Block & Israel, 2005; National Reading Panel, 2000; Zhang, 2008; Le Roux, 2002b; USA Department <strong>of</strong> Education, 2005; Callery, 2005; Samuels, 2006; Joubert, Bester & Meyer, 2008; DoE, 2007). Kwatholakala ukuthi othisha abakugcizeleli ukuthi lapho befundisa ukufunda okubhaliwe nabo babuka lezi zingxenye njengezibalulekile lapho kufundiswa ukufunda umbhalo kulaba bafundi abasafufusa ekufundeni okubhaliwe. Abagxila kukho othisha ukufundiswa kwemisindo, okuhambisana nokufundiswa kolwazi lwemisindo ne zimelamsindo, ukufundisa abantwana amagama kanye nezincazelo zawo, bese bekhuluma ngokufundisa amagama okumele abafundi bawazi kuleso naleso sifundo, okungukuthi ulwazimagama. Abakhulumi ngokufundisa izingane ngokufunda 187
ngokungangingizi kanye nokufunda ngokuqondisisa. Lokhu kubonakala nalapho sebechaza indlela abahlola ngayo kanye nalokho abakuhlolayo, baveza ukuthi bahlola ngokubabhalisa isibizelo kanye nendatshana, okungaba ngokunye kwezinto ezingafundiswa, kodwa okungeyona injongo yokufunda umbhalo. abavezi ukuthi bayakufundisa nalokhu kokubili. 5.4 IQOQA LESAHLUKO Kulesi sahluko ngixoxe ngezindikimba eziyisikhombisa ezitholakele ukuphendula umbuzongqangi othi: Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu ulimi lwasekhaya? Ngibuye ngakhombisa nalezo ezingaphansi kwazo. Esahlukweni esilandelayo ngizoxoxa ngombuzongqangi wesibili othi: Othisha bakufundisa kanjani ukufunda okubhaliwe olimini lwasekhaya lwesiZulu kubafundi bamabanga aphansi? Nakhona ngizokhipha izindikimba ezitholakele ekuphenduleni lo mbuzongqangi. Kodwa-ke ngizoxoxa ngokwenzeka ebangeni lesibili kuphela. 188
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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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ndawo lapho lukhulunywa khona kanti
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ukuze kucace indawo ami kuyo ezinca
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ukuze kuthi lapho esekhulile, kuthi
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Oluningi ucwaningo lwaluvama ukubhe
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Baningi abazali abangakhulumi nezin
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umphakathi nakho konke okuyizungezi
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oqinisekisa ukuthi ukufunda okubhal
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Page 171 and 172: 4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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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
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Page 195 and 196: eseyifundile, uye abasize abalekele
Page 197 and 198: Kanti uthisha uZandile ubeka kanje:
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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: ayijwayele ukuba nenkinga esikoleni
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Page 229 and 230: L: Liyaphephuka T: lenzenjani iphep
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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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Page 251 and 252: 6.2.2.4 NGOLWESINE NgoLwesine uthis
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Page 257 and 258: okubhaliwe kumfundi. Okwenzeka kule
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Page 261 and 262: 7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
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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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