isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Esikoleni iGolide kwangimangaza ukuthi ezinye zazehluleka ukubhala imisho injengoba ibhaliwe ebhodini. Nakhona lapha uthisha wayekwenza ekubiza ngokuthi yindlela yokuhlola ukufunda okubhaliwe, kodwa ebe ehlola ukubhala kunokuba angathi uhlola ukufunda okubhaliwe kwezingane. 6.3 UKUGOQA NGALE NDIKIMBA Okwenzekayo kulezi zikole lapho othisha befundisa ukufunda okubhaliwe kuveza isithombe sokuthi othisha bafundisa imisindo ngezindlela ezahlukene. Abanye banamathela kuyo kakhulu, kanti abanye bafundisa izindaba, okuthi kuzo bathole amagama nemisho ethile abazoyifundisa bayichaze, futhi bafundise izingane ukuba zikwazi ukuwabona lawo magama nemisho. Esikoleni iMbalenhle kwabonakala ukuthi lapho othisha befundisa imisindo, abasebenzisi izincwadi zokufunda ezinezithombe ezinemibala, ukuheha abafundi ukuba bathande ukufunda. Ngaphandle kwalokho, kubonakala sengathi esikoleni iMbalenhle okubalulekile ukuba izingane zazi imisindo, zikwazi ukubhala amagama ngesipelingi esiyiso, zikwazi ukuhlonza amagama, zithuthuke kulwazimagama ezizolusebenzisa ekubhaleni imisho. Lokhu kungakha isithombe enganeni sokuthi ukufunda okubhaliwe kusho ukukwazi ukubhala amagama nemisho, kunokuba kungaba ukukwazi ukufunda indaba, nanoma yimuphi-ke omunye umbhalo ngokuwuqonda. Lokhu abakwenzayo kukodwa kungeke kwayifinyelelisa ingane kokuyiyona njongo yokufunda okubhaliwe, ukuqondisisa umbhalo ewufundayo. Nakuba ngingaphawula ukuthi yize othisha begxila ekufundiseni imisindo, kodwa uma lokhu kungenziwa ngendlela yokuthi izingane zithuthuke ngokukhula emakhonweni okufunda okubhaliwe kungaba yinto ebalulekile. Ngale ndlela kubalulekile ukuthi izingane zibe nezincwadi zokufunda eziningi ezisezingeni elingangazo, kodwa ehlukene ngokwamazinga obulukhuni, njengoba abacwaningi abaningi bevumelana (Block & Parris, 2008; Block & Israel, 2005; Pressley, 2002; Pressley & Hilden, 2004; Joubert et al, 2008). Izindaba ezibhalwe ngesandla akulula ukuthi zidobe uthando lokufunda 227
okubhaliwe kumfundi. Okwenzeka kulezi zikole akukhombisi ukuthi othisha bayazilekelela izingane ngezinye izingxenye zokufunda okubhaliwe ezibalulekile, njengokufunda ngokungangingizi nokufunda ngokuqondisisa, kodwa bebe bebahlola abantwana ukuthi bayawuqonda yini umbhalo. Kanti ukufundisa imisindo ngale ndlela abayifunda ngayo, akukhombisi inhloso yokuba izingane zibe nothando lokufunda futhi zifunde ngokuwuqonda umbhalo. Kunalokho izingane zenziwa ukuba zikwazi ukupela kunokuba zifunde ngokuqondisisa futhi zithole uthando lokufunda. Lokhu akuyikhuthazi ingane ukuba ibe nogqozi lokuzifundela ngokwayo nanoma yimuphi umbhalo engahlangana nawo ngoba ingafikelwa ukwesaba kokuthi lowo mbhalo unemisindo engayazi engakaze iyifunde, njengoba othisha bazifundisaimisindo namagama kakhulu, kunokuba zifunde imibhalo enhlobonhlobo ukuze zikhuthale ekufundeni okubhaliwe futhi zikuthande. 6.4 IQOQA LESAHLUKO Kulesi sahluko ngivezile okwakwenzeka emakilasini esiZulu ulimi lwasekhaya lapho kufundiswa abafundi bebanga lesibili ukufunda okubhaliwe. Ngixoxe ngokwakwenzeka kuzo zombili izikole ezaziyingxenye yocwaningo. Njengoba ngike ngachaza ekuqaleni kulesi sahluko, inhloso yokwenza ucwaningo kuzo zombili lezi zikole, kwabe kungekhona ukuqhathanisa okwenzekayo kuzo lapho kufundiswa ukufunda okubhaliwe, kodwa umcwaningi wabona isidingo sokwenza ucwaningo ezikoleni ezingafani ngokwentuthuko, ikakhulukazi ngokwezidingongqangi. Kodwa umcwaningi wayefuna ukuthola okwenzekayo ezikoleni lapho kufundiswa ukufunda okubhaliwe. Okutholakele kulezi zikole zombili kuthi akufane, noma-ke kwehluka kwezinye izindawo. Yingakho kuvezwe ngokucacile isithombe sokwenzekayo kuzo zombili lezi zikole ngokwehlukana kule ndikimba. Esahlukweni esilandelayo kuzoxoxwa ngokwenzekayo emakilasini lapho othisha befundisa ukufunda okubhaliwe ebangeni lesithathu kuzo zombili lezi zikole, bese kuxoxwa nangezinye izindikimba ezitholakele ngaphandle kwalena obekukhulunywa ngayo kulesi sahluko, kugxilwe kuwo omabili amabanga futhi kuzo zombili izikole. 228
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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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ungakhulumi ngemisho enemisindo aba
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eseyifundile, uye abasize abalekele
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Kanti uthisha uZandile ubeka kanje:
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ingaveza isithombe sakwandabazabant
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Lapho bebuzwa ukuthi ziyiphi ezinye
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Njengoba ucwaningo oluningi luveza
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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 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
Page 253 and 254: Kule ndaba kuyakhombisa ukuthi uthi
Page 255: ngamunye umusho akhombe ingane ukub
Page 259 and 260: umcwaningi wayefuna ukuqiniseka uku
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 277 and 278: T: Ake siphinde siwafunde sonke fut
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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Page 295 and 296: omunye onconyiwe nguthisha. Lokhu k
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Page 299 and 300: T: Nizobhala isipelingi, kumele nit
Page 301 and 302: 7.3 IQOQA LESAHLUKO Kulesi sahluko
Page 303 and 304: 8.2 UKUBAMBELELA EZINKOLELWENI NGOK
Page 305 and 306: 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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