isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Uma umfundi esewakhile umusho wayembiza ukuthi azokhomba igama alisebenzisile ukwakha umusho wakhe. Uthisha wathola ukuthi abanye abafundi babakhe imisho ngamagama abangakwazi ukuwakhomba ebhodini. Lapho bewafunda bengaphimisi kahle izinhlamvu, uthisha wayebasiza ngempimiso eyiyo la magama. Lokhu kukhombisa ukuthi abanye abafundi babengaqondi ngokwabe kwenzeka ekilasini, belahlekile. Isizathu salokhu ukuthi isifundo sasingenanhloso yokufunda okubhaliwe. Kwamangalisa ukuthi nanxa uthisha echitha isikhathi esiningi efundisa imisindo nokwakhiwa kwamagama, kanjalo nokukwazi ukuwabona emshweni, kodwa abanye abafundi babengazi nokuthi lidumephi, nakuba abanye babekwazi ukukwenza lokhu ngempumelelo. Uthisha wabe esethatha imisho yabafundi wayibuka. Esekwenzile lokhu wabe esethi abafundi mabathathe izincwadi zabo zokubhala umsebenzi wasekhaya babhale umsebenzi. Kulo msebenzi kwakuyimisho ababezoyigcwalisa ngegama elinomsindo ka ‘ngw’, besebenzisa amagama ababekade bewafunda. Wathi: Thatha-ke i-homework book yakho. Uzobe-ke usubhala le misho ekade siyenza. Angizukulifaka igama lelo elino ‘ngw’, wena-ke uzobe usulifakela ukuze ngibone ukuthi usalikhumbula yini, ukuze kube umusho onomqondo ophelele. Ukhumbule futhi ukuthi ekuqaleni komusho siqala ngohlamvu olukhulu. Niyezwa? Kule nkulumo engenhla, kuyacaca ukuthi uthisha wayezama ukuba abafundi bafake ekhanda amagama ababekade bewafunda, ngamanye amazwi kube sekhanda ukuthi abhalwa kanjani. Nangalo lolu suku abafundi abazange bafunde umbhalo, babakha wona amagama, beqedela nemisho. Lokhu kukhombisa ukuthi othisha bahambela kude nenhloso yokufunda okubhaliwe, ukufunda umbhalo ngokuwuqondisisa. Ngezansi ithebula elikhombisa imisho abafundi ababeyibhala okwakufanele bayigcwalise ngegama elinomsindo ka ‘ngw’: 239
Fig. 19 Imisho eyayigcwaliswa ngabafundi bebanga lesithathu Gcwalisa ngegama elino ngw Umkhulu unengwevu ekhanda. 1 -------- ihlala emanzini. 2 --------- wakhe eduze nomfula. 3 --------- idla ngamabala. 4 Ingane iphethwe---------. 5 Kukhona ingidi---------. Amagama ababekhetha kuwo yilawa: ingwenya, uNgwane, ingwe, ingwici, esangweni. 7.2.1.2.3 NGOLWESITHATHU Ngosuku lwesithathu uthisha wathi eqeda ukubingelela abafundi wabe esenamathisela amagama abhalwe emaphepheni asikiwe ebhodini. Ngakwelinye icala uthisha wabhala imisho. Wabe esethi mabayifunde bayigcwalise ngamagama afanele. Le misho yayizoqedelwa ngamagama anomsindo ka ‘ngw’. Emva kwalokhu wabe esekhumbuza abantwana ngengwenya ababekade bexoxe ngayo kusukela ngoMsombuluko: T: Ake nisho-ke yini eniyikhumbulayo kulokhu ebesikufunda ngengwenya? (Abafundi bayaphendula) L: Ingwenya ihlala emanzini. L: Izingwenya zidla izinhlanzi nezinye izilwane. L: Nabantu iyabadla uma ilambile noma uma bewela umfula. Emva kwalokhu uthisha wabe esetshela abafundi ukuba bakhiphe izindaba zabo ezikhuluma ngengwenya, okuyindaba eyabe ibhalwe nguthisha ngesandla ephepheni yabe seyikopishelwa abafundi. Iqembu neqembu lalinayo indaba. Yayinemisho embalwa le ndaba futhi kuyindaba efanayo kuwo onke amaqembu. Uthisha wabafundela kuqala abafundi. Wayefunda umusho angawuqedeli, bona bese beqedela. Yaze yaphela indaba kwenzeka kanjalo. Emva kwalokho uthisha watshela abafundi ukuba bafunde bonke njengekilasi. Babuye bafunda ngabane, ngababili, kwaze kwagcina befunda ngayedwa. 240
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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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Baye baphendule imibuzo...mhlampe k
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anolwazi oluthile ababelana ngalo a
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5.2.6. UKWENZA IKILASI LIKUFANELE U
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ayijwayele ukuba nenkinga esikoleni
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Page 221 and 222: okwenzeka kulezi zikole zombili, ko
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
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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
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Page 271 and 272: amabili ayewahlukanisile ekilasini.
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Page 275 and 276: ubudlelwano nokufundwa kombhalo, ng
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
Page 291 and 292: ndlela ye-look-and-say ingane ifund
Page 293 and 294: kufanele bafunde ngokuqonda umbhalo
Page 295 and 296: omunye onconyiwe nguthisha. Lokhu k
Page 297 and 298: ezinganakwa ngabazali, nakuba zazik
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
Page 307 and 308: phambili ekwakhiweni kolwazi olusha
Page 309 and 310: okubhaliwe. Kanjalo no-Inglis naban
Page 311 and 312: for Learning; kanjalo ne-National R
Page 313 and 314: Njengoba ngike ngachaza esahlukweni
Page 315 and 316: La mazwi akhombisa ukuthi kade yaba
Page 317 and 318: 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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