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� Lapho kufundelwa khona (context) � Ukuhlola abantwana Othisha abakhethwa ukuba kuhlaziywe abakwenzayo ekilasini babili, uthisha uMbali, wasesikoleni iMbalenhle, kanye nothisha uJabu wasesikoleni iGolide. Isizathu sokuthi kube yilaba othisha kuzochazwa ezigabeni ezizolandela. Ngenxa yokuthi othisha basesikoleni iMbalenhle bebanga lesibili babenza okufanayo noma okusondelene kakhulu lapho befundisa, umcwaningi wabe esekhetha ukugxila ekuhlaziyeni ukufundisa kukathisha oyedwa, uthisha uMbali. Lo thisha wakhethwa ngoba wayenesikhathi eside kunabanye ekufundiseni ibanga lesibili. Kanti futhi nguye owayeyiNhloko yoMnyango yamakilasi amabanga aphansi. Ngale ndlela, nguyena owayehola abanye othisha, ebabonisa ngomsebenzi owenziwa ebangeni lesibili. Ngakho- ke ukuhlaziya ukwenza kukathisha nothisha kuleli banga kwakungabe kusho ukugida ndawonye. Kodwa-ke, lapho kwakuvela khona okungumehluko ekwenzeni kothisha lapho befundisa, umcwaningi uyakuveza lokho, uma kunikeza ulwazi olubalulekile. Kanti esikoleni iGolide, okuningi okwakwenziwa nguthisha webanga lesibili kwakufana nokwenza kothisha baseMbalenhle, okunye-ke kube nomehluko. Lo mehluko wabonakala endikimbeni yokuqala ikakhulukazi (Okufundiswayo: Ukufundiswa kwemisindo, ukwakhiwa kwamagama, izincazelo zamagama, kanye nemisho emifushane), nakuba nakhona kungesikho ukuthi konke kwakwehlukile. Ngakho-ke kuzoxoxwa ngokwakwenzeka kuzo zombili lezi zikole ngokwehlukana endikimbeni yokuqala, kuhlaziywe okwakwenzeka lapho kufundiswa ukufunda okubhaliwe ngothisha ababili, uthisha uMbali nothisha uJabu, bese kwezinye izindikimba kuhlanganiswa okwakwenzeka kuzo zombili izikole. Nokho-ke kuzocaciswa lapho kudingeka khona ukuba kuvele ukuthi into ethile yayenziwa kusiphi isikole futhi ngubani. Lokhu akuzukwenzeka ngendlela yokuthi kuyaqhathaniswa okwenzeka esikoleni iMbalenhle nokwakwenzeka esikoleni iGolide. Isizathu salokhu ukuthi phela inhloso yocwaningo kwakungekhona ukuqhathanisa 191
okwenzeka kulezi zikole zombili, kodwa kwakuwukuthola ulwazi oluthe xaxa ngokwenzeka ezikoleni ezisemalokishini, ezibonakala zithuthukile kanye nalezo ezingathuthukile kangako ngokwezidingongqangi, njengoba lezi zikole nazo zazingafani ngokwamazinga entuthuko. Ngizoqala ngokwakwenzeka eMbalenhle ngiqede ngixoxe ngokwaseGolide kule ndikimba yokuqala kuphela njengoba sengike ngachaza. 6.2.1. OKUFUNDISWAYO: UKUFUNDISWA KWEMISINDO; UKWAKHA, UKUHLONZA,NOKUCHAZA NEZINDABA) AMAGAMA; UKUFUNDISA IMISHO KANYE 6.2.1.1 ISITHOMBE ESIPHELELE NGOKUFUNDISWAYO ESIKOLENI IMBALENHLE Ulwazi olwatholakala ekuphenduleni umbuzo othi othisha bakufundisa kanjani ukukwazi ukufunda okubhaliwe emakilasini amabanga aphansi (ibanga lesibili) esiZulu ulimi lwasekhaya lwatholakala ngokubuka othisha emakilasini befundisa ibanga lesibili. Lolu lwazi lwacacisa ukuthi lapho befundisa ukufunda okubhaliwe ebangeni lesibili othisha, baqala ngokufundisa imisindo. Le misindo ebangeni lesibili iqala ngonkamisa (a, e, i, o, u), kungene imisindo engongwaqa ehamba ngamunye kuze kube yileyo ehamba ngamibili. Imisindo ifundiswa ngokulandelana. Isibonelo: m, b, n, l, s, d, f, z, k, ch, th, hl, ph, njalonjalo. Imisindo engonkamisa kanye nengongwaqa abanohlamvu olulodwa ifundwa ebangeni lokuqala, kodwa le misindo iyabukezwa nasebangeni lesibili, bese kugxilwa kakhulu emisindweni enezinhlamvu ezimbili. Othisha basebenzisa amashadi ukukhumbuza abafundi ngemisindo esifundiwe lapho kwakhiwa amagama noma kungeniswa umsindo omusha. Isibonelo, lapho umsindo unezinhlamvu ezimbili, othisha babebakhumbuza abantwana ukuthi le misindo yakhiwe ngokuhlanganisa imisindo emibili engobani nobani esifundiwe, njengoba beyibiza ngamagama abawanamathelisa kuyo. Lokhu bakwenza ukuze abafundi bezokhumbula ngalo uma kufanele bafunde noma babhale lowo msindo. Njengokuthi nje umsindo u ‘ph’, babethi umsindo wepani nomsindo wehawu. Umsindo u ‘g babethi umsindo 192
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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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ngoba konke lokhu kuzomsiza ekuthen
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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 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
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Page 217 and 218: ngokungangingizi kanye nokufunda ng
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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
Page 253 and 254: Kule ndaba kuyakhombisa ukuthi uthi
Page 255 and 256: ngamunye umusho akhombe ingane ukub
Page 257 and 258: okubhaliwe kumfundi. Okwenzeka kule
Page 259 and 260: umcwaningi wayefuna ukuqiniseka uku
Page 261 and 262: 7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
Page 263 and 264: Nakuba ebangeni lesithathu amagama
Page 265 and 266: Lapho sebeqedile ukufunda amagama u
Page 267 and 268: L: Ingwici. T: Konje uma uphethwe i
Page 269 and 270: 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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