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umusho wakhe, egcizelela nokuthi amagama angantanti kodwa ahlale phezu komugqa lapho ebhala. Lokhu kwenza kukathisha kwakuba sengathi ufundisa izingane zebanga lokuqala, ezingakaze zikubone ukufunda kanye nokubhala. Lokhu kufakazela khona ukuthi ukufunda ngemisindo akuthuthukisi ingane ekufundeni okubhaliwe ngesivinini esifanelekile. Lokhu kusho ukuthi izingane ezenza ibanga lesibili ziyalingana nezebanga lokuqala ngoba indlela ezenza ngayo, kungathi azikaze zifunde ukufunda okubhaliwe kanye nokubhala ebangeni lokuqala. Kanti leli phuzu lifakazelwa nayibo othisha ukuthi nasebangeni lokuqala yiyona ndlela abafundiswa ngayo lena. 6.2.1.2.4 NGOLWESINE Usuku lwangoLwesine lwalwehlukile kunezinye. Ngalolu suku abafundi abaqalanga ngokufunda onkamisa nemisindo njengokujwayelekile ekilasini likathisha uMbali. Kodwa kwabanye othisha kwaba yilokho okwejwayelekile. Uthisha uMbali wathi lapho eqeda ukubabingelela, waqalisa isifundo ngokuthi anike abafundi amaphepha asikiwe anezinombolo kanye negama elithile elalizofundwa ngumfundi ophethe leyo nombolo. Umfundi nomfundi wayethola inombolo yakhe eyehlukile, izinombolo zazilandelana ngokuhlelekile. Akusibona bonke abafundi abathola izinombolo namagama lawo. Uthisha wabe esebatshela ukuba baye phambili labo ababezofunda ngoku landelana kwezinombolo zabo. Bama-ke abafundi ngaphambi kwekilasi, kuyilowo nalowo ephethe lelo phepha elinenombolo yakhe negama azolifunda. Kwaqala-ke ukufunda. Kwaqala owayephethe inombolo yokuqala, balandelana njalonjalo zaze zaphelela izinombolo, umfundi nomfundi efunda igama aliphethe. La magama ababewaphethe abafundi akwazi ukwakha indatshana. Le ndatshana eyakheka ngamagama ayefundwa yizingane yayikhuluma ngoChamane owayegula ephuma ukuyobona udokotela ngoba ephethwe yisichenene. Kule ndaba umsindo owawugqame kakhulu umsindo u ‘ch’, ngoba amagama amaningi ayenalo msindo. Lo msindo ka ‘ch’ base bewufundile emavikini edlule. Kwaqapheleka ukuthi le ndaba yayingenabo ubudlelwane nomsindo ka ‘ph’ owayefundwa ngaleli viki. 205
Lokhu kwaveza umqondo wokungahleli ngendlela indaba efanelekile, ehambisana nalokho okugxilwe kukho ngalelo sonto. Uthisha wabe esebhala ebhodini imisho edinga ukugcwaliswa ngamagama athile ukuze kube yimisho ephelele. Le misho yayigxile emsindweni u ‘ph’ futhi ihambisana nezithombe ezazizosiza abafundi ukuthi basheshe babone ukuthi yiliphi igama elishodayo. Uthisha wabe esebabiza ukuba beze phambili bazogcwalisa imisho. Bakwenza lokhu abafundi, uthisha ekhomba umfundi nomfundi ukuba agcwalise ngegama elifanele. Yaqhubeka kanje inkulumo-mpendulwano: T: Ok, sesizofunda sonke manje igama sizoliphinda kabili L: (Bawafunda bonke amagama njenge kilasi uthisha ebakhombela). T: Ok-ke manje sengiyawasusa amagama sesizofunda singasawaboni ngifuna ukubona ukuthi niyawakhumbula yini ,kodwa nazi zithombe zizonisiza ukuze nikhumbule amagama. Bawafunda bewaphindelela amagama. La magama ababewafunda yiwona kanye ababezowasebenzisa ukugcwalisa imisho. Lapho sebefundile babebhala umsebenzi, begcwalisa imisho ngokufakela igama elifanele, belekelelwa yizithombe uthisha ayezibhala ezikhaleni ezigcwaliswayo ukuze abafundi babone ukuthi gama lini okumele balifakele. Kanti futhi kwawona amagama ababewafakela ayebhaliwe ebhodini, kuphela abafundi kwakumele bakhethe kuwo. Nasi isibonelo: 206
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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
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I- Teachers Handbook for Teaching R
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4.7.4.1.3 ULWAZIMAGAMA (VOCABULARY)
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ngokuqondisisa kuncike olwazini umf
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Kanjalo ne-The Reading Comprehensio
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ilandela imiyalelo edingwa yimibuzo
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ngaphandle kukankamisa ‘i’. Unk
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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 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 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
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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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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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Page 265 and 266: Lapho sebeqedile ukufunda amagama u
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Page 279 and 280: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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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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