isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Kule misebenzi emine engenhla, emibili ikhombisa ngokucacile ukuthi ikhona inkinga ngokufunda okubhaliwe kubafundi abasemabangeni aphansi. Nakuba bekhona abenza kahle ekubhaleni isibizelo, kodwa ukubhala isibizelo akusikhona okuyinjongo yokufunda okubhaliwe, kakhulukazi emabangeni aphansi. Ngike ngachaza phambilini ukuthi okuyiyona nhloso yokufunda okubhaliwe ukuba abantwana bafundiswe ukufunda ngokukuqondisisa abakufundayo embhalweni, nokuthi babe nothando lokufunda besebancane. Le misebenzi engenhla, iveza ubufakazi bokuthi uma abantwana befundiswa ukufunda okubhaliwe, bahlolwa ngokuthi babhaliswe isibizelo, okuyinto ezochazwa endikimbeni ephathelene nokuhlola abafundi esahlukweni esilandelayo. Ngamanye amazwi, lokhu kufakazela khona ukuthi lapho abantwana befundiswa ukufunda okubhaliwe, bafundiswa ukuze bakwazi ukubhala amagama, imisho, bakwazi ukubona noma ukuhlonza amagama kunokuthi bahlonyiswe ngamakhono okufunda okubhaliwe ngokuqondisisa futhi bakuthokozele ukufunda imibhalo. Kwakumangaza ukuthi esikoleni iMbalenhle lapho izingane sezihlolwa-ke ngokubhala isibizelo zingasasiboni, ezinye zazo zazehluleka ukusibhala. Lawo magama ayesuke efundwa iviki lonke ezinye zazehluleka zingatholi nelilodwa, ezinye zazithola amabili kuphela kwayishumi, kanti ezinye zazikwazi ukuwathola onke amagama abiziwe. Lokhu kwenza ukuba umcwaningi adinge izincazelo zokuthi kwakungani kuthi izingane zithi kade zifunda iviki lonke into eyodwa, zijike zehluleke ukuthola amagama ayisibizelo ngosuku lwangoLwesihlanu lwesibizelo. Kuyamangalisa ukuthi naso isibizelo lesi eziqeqeshwa ukuthi zikwazi ukusibhala, akusizo zonke ezikwenza ngempumelelo. Ziningi ezihlulekayo ukubhala amagama ngendlela abhalwa ngayo. 6.2.2 KWAKWENZEKANI ESIKOLENI IGOLIDE EBANGENI LESIBILI? 6.2.2.1 NGOMSOMBULUKO Njengoba ngike ngachaza ukuthi kule ndikimba yokuqala, ngizoveza okwakwenzeka kulezi zikole zombili ngokwehlukana, bese ngixoxa ngokukuhlanganisa okwatholakala kuzo zombili lezi zikole kwezinye izindikimba, kulesi sigaba ngizoxoxa 215
ngokwakwenzeka esikoleni iGolide endikimbeni yokuqala. Okwakwenzeka esikoleni iGolide, nakuba okuningi okwakwenzeka kwakufana nokwakwenziwa ngothisha baseMbalenhle, kodwa kwakukhona okwakungumehluko. Kwaqapheleka ukuthi usuku lokuqala esikoleni iGolide lwaluthi alufane nokwenziwa ngothisha baseMbalenhle. Isibonelo, lapha uthisha uSbo ethula umsindo ka ‘sh’ akazange adwebe mfanekiso bese ebuza abantwana ukuthi ngabe sithombe sini lesiya, okuyinto eyayenziwa eMbalenhle. Wababuza ukuthi babegcine bekhulume ngani ekilasini, wababuza nemibuzwana ngezinto ezaziyothengwa esitolo ngokwendaba ababeyifundile. Kwavela ukuthi amaqanda noshukela yizona zinto ezaziyothengwa. Wabe esenamathela egameni likashukela-ke, kwaxoxwa ngawo ushukela, ebuza nokuthi wenzani ushukela etiyeni, ukalwa ngani, njalonjalo. Isibonelo senkulumo-mpendulwano kathisha nabafundi: T: Last time konje sakhuluma ngani? L1: Ngogogo nomkhulu T: Amaqanda ayethengwaphi konje? L:Esitolo T: Konje yini enye eyathengwa esitolo? L: Ushukela, itiye, isinkwa T: Ushukela wenzani konje? L: Wenza itiye T: Ushukela konje angithi uyazi ukuthi awulingani. Ukalwa ngama grams... Kule nkulumo ecashunwe ngenhla, kuyacaca ukuthi uthisha uSbo wayethula umsindo ka ‘sh’, njengoba naleli gama likashukela ayesenamathele kulo linawo lo msindo. Emva kwalokhu wabe eseqala esekhumbuza izingane ngonkamisa, wabe esekhuluma ngomsindo ka ‘sh’. Uthisha watshela abantwana ukuthi umsindo u ‘sh’ ungumsindo ‘kashukela’. Lokhu kunamathelisa umsindo negama elithile kwakufana nokwakwenziwa ngothisha baseMbalenhle.Waba nale nkulumo-mpendulwano nabafundi bakhe uthisha: T: Konje sathi bangaki onkamisa esinabo thina L: Bawu 5,( basho bonke). T: Bawu 5 njalo nje, abeqi lapha, uyoze ufe bengeqile lapha T: Ake sibheke ke imisindo le esebhodini (ebhodini ubhale imisindo ka sh engu 5. T: Angithi siyayibona le misindo. Ake siyifunde ke L: Sh sh sh sh sh 216
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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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njengoba echaza ukuthi abanye abant
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Kwaqapheleka ukuthi othisha abaning
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ongakhulumi, ngoba basuke bengekho
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Sekuzoxoxwa-ke ngaleli dada, nobeng
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uNtombifuthi waphendula kanje ngenk
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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
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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
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: Fig. 13 Umsebenzi womfundi 4 wesibi
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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
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
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Page 275 and 276: ubudlelwano nokufundwa kombhalo, ng
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Page 279 and 280: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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Page 283 and 284: L: UMaza noZola. T: Konje sitheni n
Page 285 and 286: T: Funda. L6: Izindaba ku-TV zaziyi
Page 287 and 288: ngezinye izindlela. Yingakho nje ng
Page 289 and 290: abazange baye emtatsheni wolwazi. I
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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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