isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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7.2.1 OKUFUNDISWAYO: UKUFUNDISWA KWEMISINDO; UKWAKHA, UKUHLONZA, NEZINDABA NOKUCHAZA AMAGAMA; UKUFUNDISA IMISHO KANYE Ngizoqale ngiveze isendlalelo ngale ndikimba, bese ngixoxa ngokwenzeka esikoleni iMbalenhle. Emva kwalokho ngizoxoxa ngokwenzeka esikoleni iGolide kuyo le ndikimba, bese ngiqhubekela kwezinye izindikimba, lapho ngizobe sengididiyela okwenzeka ezikoleni zombili futhi kuwo omabili amabanga acwaningwayo. Njengoba ngichazile esingenisweni, isizathu salokhu ukuthi wawungekho umehluko otheni kwezinye izindikimba. Kodwa-ke lapho kwakuvela khona umehluko, ngizocacisa. Othisha okuzogxilwa kubo uthisha uZandile waseMbalenhle kanye nothisha uJabu waseGolide. 7.2.1.1 ISENDLALELO Ebangeni lesithathu esikoleni iMbalenhle, babebabili othisha ababeyingxenye yocwaningo ebangeni lesithathu. Kodwa umcwaningi ukhethe ukuhlaziya okwakwenziwa nguthisha oyedwa ukukhombisa okwenzekayo kuleli banga, nakuba ezochaza lapho kwakuba nomehluko ekwenzeni kwalaba othisha uma kunesidingo. Isizathu ukuthi nabo othisha bebanga lesithathu babenza okusondelene kakhulu, ngenxa yokuthi babexoxisana ngomsebenzi ababezowenza ngaphambi kokuba bafundise. Uthisha okuzohlaziywa akwenzayo lapho efundisa ukufunda okubhaliwe ukhethwe ngoba waba nezifundo zesonto lonke, kanti omunye waba nezine njengoba engabanga bikho ngolunye usuku. Lokhu ngikwenza ukuze kungalahleki isithombe sokwenzekayo, njengoba othisha babechazile ukuthi umsebenzi bawuhlela wenabe nesonto lonke lapho befundisa ukufunda okubhaliwe. Ngaleyo ndlela-ke isithombe engisivezayo esokwenzeka usuku nosuku kule ndikimba. Yingakho nje ngizothatha uthisha kusukela ngoMsombuluko kuze kushaye uLwesihlanu, bese ngibuye ngithatha owasesikoleni iGolide. Lokhu kuzokwenzeka kule ndikimba kuphela, njengoba ngichazile ngenhla. 231
7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBALENHLE Njengoba ngichazile ngenhla, ngizoqale ngixoxe ngokwenzeka esikoleni iMbalenhle kusukela ngoMsombuluko kuze kube uLwesihlanu kule ndikimba. Njengoba sengike ngachaza, ngizogxila kakhulu kokwakwenziwa nguthisha uZandile ebangeni lesithathu. 7.2.1.2.1 NGOMSOMBULUKO Othisha bebanga lesithathu babefundisa ngendlela efanayo neyothisha bebanga lesibili. Umehluko kwakuba ukuthi bona babegxila ekufundiseni umsindo onezinhlamvu ezintathu, njengoba ngesonto lokubabuka befundisa babegxile emsindweni u ‘ngw’ abawubiza ngomsindo wengwenya. Njengoba bewubiza ngomsindo wengwenya nje yingoba basebenzisa isithombe sengwenya ukwethula lo msindo. Lapho uthisha eqala ukwethula umsindo, ubeka isithombe ebhodini esidwetshwe ngesandla, abuze abantwana ukuthi sithombe sini abasibonayo. Lokhu kukhombisa ukuthi othisha banalo ulwazi ngokuthi uthisha wolimi kumele enze ubudlelwano kumakhono olimi. Isibonelo, lapho abafundi kufanele babuke isithombe, njengaso lesi sengwenya, kumele bacabange futhi baqonde ngokwenzekayo esithombeni. Ngesikhathi becabanga, bayakhuluma basho lokho abakubonayo nabakucabangayo. Ngaleyo ndlela ikhono lokukhuluma liba yingxenye ekufundeni okubhaliwe. Lokhu kuyahambisana neSitatimende Sikazwelonke Sezifundo (National Curriculum Statement) (DoE, 2002), okuwumphumela wesifundo wesi-5: Ukucabanga nokuqonda, ngoba njengoba basuke bebuka isithombe nje, bayacabanga, bahlaziye, baqonde okwenzakalayo. Kodwa-ke okwangimangaza ukuthi lesi sithombe sasetshenziswa kwaphela izinsuku ezintathu silokhu sisebhodini kuwo omabili amakilasi. Ebangeni lesithathu othisha babengaphindaphindi ukufundisa onkamisa njengasebangeni lesibili. Kanti nemisindo abagxila kuyo yileyo enezinhlamvu ezintathu njengoba sengike ngachaza. Isibonelo, lapho uthisha uZandile eqalisa isifundo sakhe ngosuku lwangoMsombuluko, waba nale nkulumo-mpendulwano nabafundi bakhe: 232
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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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Kwesinye isikhathi ngiye ngenze sam
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efunda ngabodwana. Imvamisa bafunda
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Page 213 and 214: 5.2.6. UKWENZA IKILASI LIKUFANELE U
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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 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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Page 285 and 286: T: Funda. L6: Izindaba ku-TV zaziyi
Page 287 and 288: ngezinye izindlela. Yingakho nje ng
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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
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Page 309 and 310: 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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