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Lapho uthisha eseqedile ukuxoxa indaba wabe esethi abafunde abafundi ngokwamaqembu. Ngesikhathi befunda wayebakhuza ebalungisa lapho babengabizi kahle khona amagama noma bengahloniphi izimpawu zokukhanyisa. Esephelile amaqembu, bafunda ngababili abafundi, kwagcina uthisha esekhomba umfundi ngayedwa ukuthi afunde. Le ndaba yayiveza isithombe sokuthi uma ungasazi isiNgisi awulutho emphakathini ngoba ‘awazi lutho’. Lokhu kwasekelwa nanguye uthisha uqobo owaphawula kanje: Yeyi bantabami kuhle ukusazi isiNgisi...kuyaphoxa ukuthi umuntu angasazi isiNgisi ngoba uphuthelwa yizinto eziningi. Uma ungasazi isiNgisi kunzima nokuthola umsebenzi, futhi awukwazi ngisho ukufunda iBhayibheli lodwa leli. Fundani isiNgisi ngoba kuyaphoxa ukuthi umuntu kwaziwe ukuthi ufunda isikole kodwa uma sekuthiwa akakhulume isiNgisi, dwalala, Enye intombazane esontweni bayinika iBhayibheli lesiNgisi kwathiwa ayifunde, lutho! Asiphoxekanga kanje, saswela umgodi kade sithembile sithi phela umfundi lona owenza ibanga leshumi imbala, kodwa lutho akasazi isiNgisi, uhlulwa ngisho nawukufunda. Uma ungasazi isiNgisi wona umsebenzi uyowuthola kanjani? Uyathanda wena abantu bayahleka ngapha nangapha wena awazi nokuthi kuhlekwani, mhlampe kuhlekwa wena nje... Lokhu kuphawula kukathisha kwaveza isithombe sokuthi uthisha akaluthandi ulimi lwesiZulu, ngakho ukuze izingane ‘ziphucuzeke’ kufanele zifunde isiNgisi. Ukukhethwa kwale ndaba ukuba ifundwe yizingane kungaba nomthelela ekutheni izingane zikhule zilwenyanya ulimi lwazo lwesiZulu ngoba ‘azizukuba yilutho’ ngaphandle kwesiNgisi. Lokhu kwaveza nesithombe sokuthi uthisha akanaki ukuthi uyikhetha kanjani indaba ez<strong>of</strong>undwa yizingane. Ngikusho lokhu ngoba abacwaningi abaningi bayavumelana ngokuthi izincwadi ezifundwayo zingayilolonga impilo zigxilise indlela ethile yokubuka impilo (Fox, 1993; Gooden, 2001). Baqhubeka bachaze laba babhali ukuthi nanoma yini esiyifundayo isenza sibe yilokhu esiyikho, yingakho bethi nakuba izincwadi zimqoka ekukhuliseni izingane nokucabanga kwazo, ziphinde zibe yindlela yokufundisa nangenqubo yomphakathi, zenze abantwana baziphathe ngendlela ethile (Fox, 1993; Gooden, 2001). Kanti u-Eisenberg (2002) waseNyuvesi ePace uphawula ngokut hi abantwana babonakala bekwazi ukubamba kangcono ulwazi abaluthola ezincwadini kunalolo abaluthola 257
ngezinye izindlela. Yingakho nje ngithi ukufundwa kwendaba enjengalena kungaba nomthelela omubi ezinganeni mayelana nendlela ezibuka ngayo ulimi lwazo. 7.2.1.3.5 NGOLWESIHLANU NgoLwesihlanu uthisha waqhubeka nendaba kaNdumiso owayengasazi isiNgisi ngoba yayingaphelanga ngayizolo. Bayiqala phansi ukuyifunda bayifunda yaze yaphela. Uthisha wabe esebuza imibuzo ngayo. Abafundi babeyiphendula eminye imibuzo, eminye ibahlule. Emva kokuba sebeyifundile, uthisha wababizela isibizelo. Nanka amagama esibizelo: Fig. 26 Isibizelo uNdumiso, uVuma, umjovo, umninisitolo, amakhonco, umabonakude, isithohlongwana, wayemnyenyezela, Kulawa magama ayisibizelo, kuyacaca ukuthi uthisha wayengafundisi ngamunye ngamunye umsindo, kodwa wayebheka imisindo ehlukene ekwakheni la magama. Nakhona lapha, kuyaphawuleka ukuthi uthisha lapho ebabhalisa isibizelo wayebahlola ukufunda okubhaliwe. Lokhu kuhambelana nayekuvezile ngesikhathi sezingxoxo ukuthi lapho ehlola ikhono labafundi lokufunda okubhaliwe ukwenza lokhu ngokuthi ababhalise isibizelo. Kuyamangalisa ukwenza kothisha kokuthi lapho behlola izinga labafundi asebekulo lokufunda okubhaliwe bakwenza ngokuthi babhale isibizelo. Lokhu kusho khona ukuthi ukufunda kuhlolwa ngokubhala, okuyinto emangazayo. Ngamanye amazwi othisha abahloli izingane izinga ezikulo lokufunda okubhaliwe, kodwa bahlola ukuthi ziyakwazi yini ukubhala amagama ngesipelingi esiyiso (Bheka iseleko se-17 ekhasini 389 ezelekweni ngemuva, okungumsebenzi womfundi oyedwa). 7.2.2 UKUSETSHENZISWA KWEZINSIZAKUFUNDISA ZOKUFUNDA OKUBHALIWE Njengoba ngike ngachaza, izikole ezabe ziyingxenye yocwaningo zaziselokishini laseMlazi eThekwini, okuyindawo eyilokishi labantu abansundu. Izikole ezikule ndawo 258
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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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L: Liyaphephuka T: lenzenjani iphep
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Fig. 4 Umsebenzi owawubhalwa ekilas
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Emva kokufunda amagama ephindelelwa
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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
Page 245 and 246: ngokwakwenzeka esikoleni iGolide en
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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
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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
Page 277 and 278: T: Ake siphinde siwafunde sonke fut
Page 279 and 280: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
Page 281 and 282: (Lehr et al, 2008; Duffy, 2009; Mak
Page 283 and 284: L: UMaza noZola. T: Konje sitheni n
Page 285: T: Funda. L6: Izindaba ku-TV zaziyi
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
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
Page 331 and 332: 9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
Page 333 and 334: Nakuba ngokwabo beziveza izizathu z
Page 335 and 336: 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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