isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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T: Ehhene izingubo zokulala, noma isiphuku ngoba sona sifudumele, ikakhulukazi uma kumakhaza. Kuba makhaza ikakhulukazi ebusika. Kule nkulumompendulwano engenhla, kuvela ukuthi uthisha wayefundisa amagama abafundi okwakufanele bawazi. Isizathu kwakungukuthi babezohlangana nawo endabeni eyayizofundwa. Kodwa-ke, nakuba abafundi bakhombisa ukungabi nalo ulwazi ngamanye ala magama, njengamagama athi isiphuku, umyeni, indodakazi; uthisha akazange achithe isikhathi ngokubachazela ngala magama, kodwa wavele ‘wabatshela’ nje ngawo, wanikeza izincazelo zawo, akangenza isiqiniseko sokuthi izingane ziyawaqonda futhi zingawasebenzisa kanjani zona ngokwazo. Ingxoxo yaqhubeka, uthisha echaza ngalinye kula magama. Lapho bewafunda, wayebakhuthaza ukuthi bawafunde ngokunensa, bawaphindaphinde ukuze imisindo yonke esegameni negama abafundi bayiphimise kahle futhi bakwazi ukuyibona. Uthisha wayewabhale emaphepheni asikiwe amagama ayefuna ukuba abafundi bawazi. Nanka lawo magama: Fig. 24 Amagama ayefundwa, echazwa ekilasini Indoda, indodakazi, indodana, umkhwenyana, umndeni, ingane, obhasikidi, ubuhlalu, isiphuku, izimbiza, imigexo, umyeni, izingubo, ubusuku, obubandayo, umakoti, bantshontsha, batshelana, basebusika, siyagodola Okusemqoka okuqaphelekayo ukuthi uthisha ufundisa izincazelo zamagama ngaphambi kokuthi indaba ifundwe. Lolu lwazi lwezincazelo zamagama lwaluzosiza ukuze izingane zithi lapho zihlangana nawo la magama endabeni ezazizoyifunda zibe seziwaqonda ukuthi asho ukuthini. Ukwazi amagama amaningi kwenyusa isivinini sokufunda kanye nokuqondisisa umbhalo (DoE, 2008, p. 16). Okunye okuqaphelekayo ukuthi uthisha ukhuthaza abafundi ukuthi babale amagama uma befunda, ngenhloso yokugcizelela impimiso yamagama. Lokhu akuhambisani nokuchazwa abacwaningi abaningi bokufunda okubhaliwe, abachaza ukuthi ukufundwa kolwazimagama kumele kwenzeke ngesikhathi umbhalo ofundwayo ufundwa, hhayi ngaphambi kokuba uqale ukufundwa 251
(Lehr et al, 2008; Duffy, 2009; Makar & Philpot, 2004; Dickinson & Neuman, 2006; Block & Israel, 2005). Kanti u-Duffy (2009) uthi: Comprehension is the essence of reading because the goal of written language is communication of messages. If we do not understand the message, we are not reading. And vocabulary is fundamentally important for understanding the message. (p. 14) 7.2.1.3.3 NGOLWESITHATHU Ngosuku lwesithathu uthisha wafika ekilasini wakhipha amagama ayebhalwe emaphepheni asikiwe. Wayephakamisa igama ukuba abafundi balifunde. Abafundi babephakamisa izandla bese eyabakhomba, emva kwalokho balifunde bonke. Wayewachaza amagama abangawazi. Emva kwalokho wayesekhipha imisho esikiwe ekhomba abafundi ukuba bayifunde. La magama kwakuzotholakala endabeni ababezoyifunda. (Bheka iseleko se-14 ekhasini lama-375 ngemuva ezelekweni). Nansi inkulumo-mpendulwano ekhombisa lokhu: T: Buka lapha ephepheni bese uyaphakamisa ufunde igama engilithathayo. L: Uzola. T: Sonke. L: uZola. T: Uphakamisa ipheshana (flash card) elibhalwe ukuthi uMaza, ukhomba umfundi ukuba afunde. L: Umaza. T: Umaza. T: Sonke. L: Umaza. T: Leli. L: Ubabekazi. T: Konje sithe ubani ubabekazi? L: Udadewabo kababa. T: Yes ubabekazi phela udadewabo kababa ngesiNgisi sithi u-aunt. T: Nanti igama. L: (Baphakamisa izandla). L1: Ingxemu. T: Leli. L2: Bebengakamqedi. T: Sonke. L: Bebengakamqedi. 252
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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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ngokungangingizi kanye nokufunda ng
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asebenzisa ziphi izindlela namasu,
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okwenzeka kulezi zikole zombili, ko
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Ngezansi yisibonelo semisindo eyayi
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elehlukile, njengokuthi nje enze ok
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L: Ngephini T: Yebo iphini L: Pheph
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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 277 and 278: T: Ake siphinde siwafunde sonke fut
Page 279: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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Page 285 and 286: T: Funda. L6: Izindaba ku-TV zaziyi
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Page 289 and 290: abazange baye emtatsheni wolwazi. I
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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
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
Page 319 and 320: Ngakho-ke ngenxa yokungabi naso isi
Page 321 and 322: 8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
Page 323 and 324: ukukhuluma afana namabizo athile, i
Page 325 and 326: sezingxoxo ezaba ngemumva kokubukel
Page 327 and 328: La mazwi angenhla angethusa ngoba a
Page 329 and 330: 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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