isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Ngamanye amazwi, abakwenzayo othisha kukhombisa ukuthi bayaqonda ngokusebenza kwezindlela abazisebenzisayo, nakuba begxila kakhulu kweyokufundisa ngemisindo; abangakuqondi umphumela wokuzisebenzisa. Lokhu kwavusa umbuzo nabacwaningi abanjengoJoubert nabanye (2008, p. 91) abake bawubuza wokuthi, kanti ngempela yisona siphi isizathu sokufundiswa kwengane ukufunda okubhaliwe; kungabe ukuba ingane ithuthukiswe ekufundeni okubhaliwe, izuze uthando lokufunda imibhalo, ifunde ngokuqondisisa, noma ukuthi kukhuthazwe ingane ukuba ipele amagama ngendlela eyiyo, iwaphimise kahle, ithole ukufunda okubhaliwe kuyinto eyisinengiso yini? Njengoba uJoubert nabanye (2008) bechaza, esinye sezigcwagcwa zendlela yokufundisa ngemisindo ukuthi yenza ukuba abafundi bathuthuke ekubhaleni isibizelo, kunokuba bathuthuke ekufundeni okubhaliwe ngokukuqondisisa futhi bakuthokozele ukufunda imibhalo. Kanti okunye ukuthi le ndlela ikhuthaza izingane ukuba zifunde ngokubala amagama, okudala ukuthi izinga lokufunda ngokugeleza libe phansi futhi lingathuthuki masinya. Nokho-ke ukuze ingane ithuthuke kahle ekufundeni okubhaliwe, kuhle kokubili lokhu kuthuthuke enganeni ngoba phela ukufunda okubhaliwe nokubhala kuyahambisana. Ukuze ukufunda okubhaliwe kube yimpumelelo kufanele kuhambisane nakho ukubhala, futhi kuhlanganise namanye amakhono olimi. Kanti futhi nanxa ulwazi lokufunda okubhaliwe lingumgogodla wokufunda ulimi, kodwa nalo ulwazi lokubhala luzoyisiza ingane nalapho seyibhala izivivinyo. Lokhu yinto eyayenzeka nangesikhathi umcwaningi ebuka othisha befundisa. Lokhu kungenxa yokuthi phela ingane isuke izama ukufunda ‘kahle’ nangokucophelela, iphimisa amagama njengoba kufanele, okuyiyona nhloso yokusebenzisa le ndlela. Kanti nendlela ye-look-and-say, ayikukhuthazi kangako ukufunda ngokuqondisisa. Nokho-ke kungeze kwananyathelwa ekutheni yiziphi izindlela abazisebenzisayo othisha, okubalulekile ukuthi ziyabalekelela yini ukuba bafundise izingane ngokuthi zithuthuke ekufundeni okubhaliwe. Njengoba ngike ngachaza esahlukweni sesibili, uStoicheva (1999) ubeka ukuthi abantwana kumele bafundiswe ukufunda okubhaliwe ngendlela ye-balanced approach okuyindlela ehlanganisa i-whole language approach nendlela yokufundisa imisindo (phonic approach). UStoicheva ugcizelela ukuthi kubalulekile ukuthi nakuba abantwana 263
kufanele bafunde ngokuqonda umbhalo abawufundayo, kodwa bafundiswe ulwazi lwemisindo. Ngamanye amazwi kokubili lokhu kubalulekile. Lokhu kungenxa yokuthi abantwana bangeke bakwazi ukufunda umbhalo ngaphandle kokuba baqonde imisindo. Abantwana kumele bazi imisindo eyenziwa yizinhlamvu ezibhalwe phansi ukuze bakwazi ukufunda kahle. Ngaleyo ndlela okuyiyona nto esemqoka ekufundiseni abantwana abancane ukufunda umbhalo ukufundisa imisindo ngokuthi isetshenziswe embhalweni kunokuba ifundiswe ngayodwa, ukuze abantwana bakwazi ukwakha ubudlelwane phakathi kwezinhlamvu, imisindo kanye nomqondo oqukethwe amagama. Ngakho-ke kwatholakala ukuthi othisha bahambela kude nale ndlela lapho befundisa ukufunda okubhaliwe kubantwana abancane. Njengoba ngichazile esahlukweni sesibili, uDuffy (2009) uthi okuyiyona nto esemqoka akukhona ukusebenzisa indlela noma amasu athile noma ukuwachaza okubalulekile lapho ingane ifundiswa ukufunda okubhaliwe, kodwa okubalulekile ukuba into esemqoka igcinwe imqoka, njengokuthi ingane ifundiswe ukufunda umbhalo ngokuwuqondisisa, kunokuba kunanyathelwe endleleni kumbe emaswini asetshenziswayo ekufundiseni ukufunda okubhaliwe. Okunye okwaqapheleka ukuthi, othisha babesebenzisa lezi zindlela zokufundisa ekufundiseni zonke izingane ezazisekilasini. Lokhu babekwenza nakuba beqonda ukuthi izingane abazifundisayo azifani ngokwenza. Umbuzo engaba nawo ukuthi kwakungani othisha besebenzisa le ndlela namasu afanayo okufundisa kuzo zonke izingane ekilasini, yize babazi ukuthi amazinga azo okufunda awafani? Kodwa-ke njengomcwaningi, ngangingayile ukuyogxeka ababekwenza othisha, kodwa inhloso yami kwabe kungukubheka lokho abakwenzayo lapho befundisa. 264
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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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Lo mfundi owayenza lo msebenzi, kuy
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lokhu, okuyinto okumele ngabe uyijw
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Page 287 and 288: ngezinye izindlela. Yingakho nje ng
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Page 301 and 302: 7.3 IQOQA LESAHLUKO Kulesi sahluko
Page 303 and 304: 8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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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
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Page 325 and 326: sezingxoxo ezaba ngemumva kokubukel
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Page 329 and 330: siyazifaka izinyanga zonyaka zesiZu
Page 331 and 332: 9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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Page 337 and 338: oluzobheka izindlela zokufundisa ok
Page 339 and 340: yini ngenxa yezilimi zabo ezingeson
Page 341 and 342: 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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