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lokuhlola ukuthuthuka kwezingane ekufundeni okubhaliwe. Njengoba ngike ngachaza ukuthi esikoleni iMbalenhle uyedwa uthisha owayedingida umsindo ka ‘hl’ , abanye babegxile emsindweni ka-‘ph’. Ngakho-ke ukuhlola abafundi kwakuba ‘ukubahlola’ ngokubabhalisa isipelingi noma imisho emifushane. Lokhu kuveza isithombe sokuthi ukuhlola izinga lengane efunda ngalo akukho emiqondweni yothisha. Kanti esikoleni iGolide lapho othisha ‘behlola’ izingane ukufunda okubhaliwe, babhalisa isibizelo, baphinde bathi azikopishe imisho njengoba injalo ebhodini, babuze nemibuzo egxile endabeni efundiwe. Lokhu ababekwenza othisha akuhambisani nokushiwo abacwaningi abaningi, lapho bechaza indaba yokuhlola abafundi ekufundeni umbhalo. Njengoba ngike ngachaza esahlukweni sesibili, uJoubert nabanye (2008, p. 128) babeka ukuthi lapho uthisha ehlola ukufunda, ukwenza lokhu esebenzisa izindlela zokuhlola ezihambisana nokufunda okubhaliwe, ukuze ahlole ukuthi izindlela namasu abewasebenzisa kusebenziseke ngempumelelo yini, nokuthi ingane ifunda ngendlela okulindeleke ukuba ifunde ngayo, futhi iyathuthuka ekufundeni umbhalo. Kwakumangaza ukuthi esikoleni iMbalenhle nasesikoleni iGolide lapho izingane sezihlolwa-ke ngokubhala isibizelo zingasasiboni, ekubeni kade zikufunda zikuphindaphinda kaningi, ezinye zazo zazehluleka ukubhala amagama ngesipelingi esiyiso. Lawo magama ayesuke efundwa iviki lonke ezinye zazehluleka zingatholi nelilodwa, ezinye zazithola amabili kuphela kwayishumi, kanti ezinye zazikwazi ukuwathola onke amagama abiziwe. Lokhu kwenza ukuba umcwaningi adinge izincazelo zokuthi kwakungani kuthi izingane zithi kade zifunda iviki lonke into eyodwa, zijike zehluleke ukuthola amagama ayisibizelo ngosuku lwangoLwesihlanu lwesibizelo. Kanti esikoleni iGolide kwangimangaza ukuthi ezinye zazehluleka ukubhala imisho injengoba ibhaliwe ebhodini yize ziyibuka. Nakhona lapha uthisha wayekwenza ekubiza ngokuthi yindlela yokuhlola ukufunda okubhaliwe. Lesi sithombe siveza ukuthi kuseyinselelo ukuthi abafundi bafundiswe ngendlela ezobalekelela ukuba bathuthuke ekufundeni okubhaliwe, uma inhloso yokufunda okubhaliwe, ukufunda ngokuqondisisa umbhalo, kuyinto enganakwa ezikoleni lapho isiZulu sifundiswa njengolimi lokuqala. 271
7.3 IQOQA LESAHLUKO Kulesi sahluko ngivezile okwakwenzeka emakilasini esiZulu ulimi lwasekhaya lapho kufundiswa abafundi bebanga lesibili nelesithathu ukufunda okubhaliwe kuzo zombili izikole ezaziyingxenye yocwaningo. Njengoba ngike ngachaza ekuqaleni kulesi sahluko, inhloso yokwenza ucwaningo kuzo zombili lezi zikole, kwabe kungekhona ukuqhathanisa okwenzeka kuzo lapho kufundiswa ukufunda okubhaliwe, kodwa umcwaningi wabona isidingo sokwenza ucwaningo ezikoleni ezingafani ngokwentuthuko, ikakhulukazi ngokwezidingongqangi. Kodwa umcwaningi wayefuna ukuthola okwenzekayo ezikoleni lapho kufundiswa ukufunda okubhaliwe. Esahlukweni esilandelayo ngizoxoxa ngokuthi kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abenza ngayo lapho befundisa isiZulu ulimi lwasekhaya. 272
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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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Fig. 11 Umsebenzi womfundi 2 wesibi
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Fig. 13 Umsebenzi womfundi 4 wesibi
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ngokwakwenzeka esikoleni iGolide en
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L: Uphethwe yikhanda T: Omunye futh
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Page 251 and 252: 6.2.2.4 NGOLWESINE NgoLwesine uthis
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Page 287 and 288: ngezinye izindlela. Yingakho nje ng
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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
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
Page 339 and 340: yini ngenxa yezilimi zabo ezingeson
Page 341 and 342: IMITHOMBO ESETSHENZISIWE Abadzi, H.
Page 343 and 344: Barone, D. (2002). Literacy Teachin
Page 345 and 346: Bohannan, J.N. (1993). Theoretical
Page 347 and 348: Cohen, L., Manion, L. and Morrison,
Page 349 and 350: 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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