isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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iningi lazo, ikakhulukazi ezamabanga aphansi, azithuthukile kangako ngokwezidingongqangi. Zimbalwa kakhulu izikole zamabanga aphansi ezisezingeni elithuthukile ngokwezakhiwo kanye nezidingo. Ngakho-ke kuyinto ejwayelekile ukuba izikole ezikule ndawo zibe nezinsiza ezimbalwa nje. Nakuba isikole saseMbalenhle sibukeka singcono ngokwezakhiwo lapho usiqhathanisa nesaseGolide, lapho usungene phakathi kuncane kakhulu okungumehluko lapho kuziwa ezidingweningqangi. Isikole saseMbalenhle sasinawo umtapo wezincwadi/wolwazi (library), nakuba kwakuyikamelo elincane okungeke kwangena abafundi abangamashumi amabili kanyekanye uma kwakungabe kuhamba ngokuthi bahlala ngokukhululeka. Lo mtapo wawumncane ngendlela yokut hi zimbalwa izihlalo ezingamabhentshi lapho kuhlala khona abafundi uma bevakashele umtapo. Lokhu kuveza isithombe sokuthi lobu buncane bomtapo wolwazi kungaba nomthelela ekutheni izingane zingazi ukuthi emtatsheni wolwazi kumele ziziphathe kanjani, zihlale kanjani, njalonjalo. Ngamanye amazwi ubumnandi bokuba semtatsheni wolwazi izingane azibuboni. Lokhu kudalwa ukuthi zihlala ngokungakhululeki, ingane ihluleke ukuzikhethela ngokukhululeka incwadi eyithandayo njengoba izincwadi zimbalwa kulo mtapo, kanti futhi ziyimbijana kakhulu ezolimi lwesiZulu. Nakuba ngesikhathi sezingxoxo othisha babebeke ukuthi baye baye emtasheni wolwazi, futhi abafundi bahlala kula mabhentshi babe yisithupha ebhentshini ngalinye, babambisane izincwadi zokufunda ngenxa yokushoda kwazo, ngesikhathi umcwaningi eyobabuka befundisa abazange baye emtatsheni othisha nabantwana. Nokho-ke ngaphawula ukuthi izincwadi eziningi ezazikhona kwakuyizincwadi zesiNgisi nezezinye izifundo ezibhalwe ngesiNgisi. Zazimbalwa kakhulu ezesiZulu. Kanti ekilasini azikho izincwadi othisha abake bazinika izingane ukuba zifunde, noma bona bazifundele, ngaphandle kwezindaba ezibhalwe ngesandla ngepeni elimnyama ababefundisa ngazo. Lokhu kwakhombisa ukwentuleka kwezincwadi zokufunda kulesi sikole (Bheka iseleko se-10 ekhasini lama-361 ezelekweni ngemuva). Esikoleni iGolide ngesikhathi sezingxoxo othisha babengashongo lutho ngomtapo wolwazi. Ngakho nangesikhathi umcwaningi eseyobabuka befundisa emakilasini, 259
abazange baye emtatsheni wolwazi. Izincwadi ababezisebenzisa ekilasini kwakuyincwadi efanayo kuwo wonke umfundi osekilasini (kuwo omabili amabanga kwakunjalo). (Bheka iseleko se-16 ekhasini lama-387 ohlwini lwezeleko). Njengoba sengike ngaveza phambilini, ngaphandle kwalokhu ebangeni lesibili kwakukhona izindaba ezibhalwe ngesandla ababebuye bafundise ngazo. Nazo lezo zindaba kwakuba yindaba efanayo, eyayinikezwa abafundi ngokwamaqembu amalunga mane. Othisha babezisebenzisa izinsizakufundisa zokufunda okubhaliwe, ezinjengamashadi, amagama asikiwe, imisho esikiwe kanye nezithombe ezimbalwa ababezidweba emashadini nasebhodini. Lokhu kwaveza umqondo wokuthi othisha bayazi ukuthi lapho ufundisa ukufunda okubhaliwe kumele usebenzise izinsizakufundisa ezithile. Kodwa isimanga kwaba ukuthola ukuthi ezindongeni kwakugcwele izithombe ezichazwe ngamagama esiNgisi. Isibonelo: isithombe sesihlalo sasibhalwe ngezansi ukuthi ‘chair’, isithombe se-aphula sibhalwe igama elithi ‘apple’. Asikho nasinye isithombe esasichazwe ngesiZulu. Ayemaningi amashadi odongeni ezithombe ezinamagama esiNgisi. Ezinye zalezi zithombe kwakungezona ezesifundo sesiNgisi, kodwa kwakungezezinye izifundo njenge- Life Orientation, iMathematics, nokunye. Kwamangaza futhi lokhu ngoba umgomo woMnyango weMfundo wolimi lwezikole zamabanga aphansi ugunyaza ukusetshenziswa kolimi lwebele ekufundiseni izingane kuzo zonke izifundo kula mabanga amane okuqala esikoleni (Language in Education Policy for Schools, 1997). Nokho-ke izithombe ezazisezindongeni zazingakufakazeli lokhu kuwo onke amabanga, kuzo zombili izikole. Njengoba ngishilo ngenhla, amagama nemisho esikiwe (flash cards and sentence strips) kwakusetshenziswa ngothisha. Lokhu babekusebenzisa ekufundiseni imisindo, ukwakha amagama anemisindo abayifundisayo, nemisho. Ibhodi balisebenzisa kakhulu othisha ukukhombisa imisindo, kanjalo namagama nemisho. Imidwebo nayo babeyenza ebhodini. Kanti imisindo esifundiwe yayihlala ikhona engxenyeni eyodwa yebhodi. Le misindo babeyisebenzisa ekufundiseni ukwakha amagama nokuwapela, kanjalo nemisho. 260
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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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Lokhu kwaveza umqondo wokungahleli
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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
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
Page 267 and 268: L: Ingwici. T: Konje uma uphethwe i
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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 and 286: T: Funda. L6: Izindaba ku-TV zaziyi
Page 287: ngezinye izindlela. Yingakho nje ng
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
Page 337 and 338: 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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