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ISAHLUKO 8 OKWENZA OTHISHA BAFUNDISE UKUFUNDA OKUBHALIWE NGENDLELA ABENZA NGAYO EMABANGENI APHANSI ESIZULU ULIMI LWASEKHAYA 8.1 ISINGENISO Esahlukweni esedlule ngicubungule ukuthi othisha bakufundisa kanjani ukufunda okubhaliwe ebangeni lesithathu. Ngixoxe ngokwehlukanisa okwenzeka mayelana nendikimba yokuqala ebangeni lesithathu kulezi zikole zombili, iMbalenhle neGolide. Ngibe sengicubungula ngokudidiyela okwenzeka emabangeni esibili nawesithathu futhi kuzo zombili lezi zikole. Ngichazile nangesizathu sokwenza lokhu. Ngakho-ke lapho kwakudingeka, ngikuchazile kwacaca ukuthi yisona siphi isikole noma uthisha owayenza okuthile okwehlukile. Kulesi sahluko ngizophendula umbuzongqangi othi: Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo olimini lwasekhaya lwesiZulu? Engxoxweni ngizokwesekela ngocwaningo oselwake lwenziwa ngiphinde ngihlaziye ngokusebenzisa insizakuhlaziya kaVygotsky (1978) kanye nohlaka lwemicabango okuxoxwe ngakho esahlukweni sesine. Ngizohlela lesi sahluko ngokwezindikimba ezine ezitholakale ngenxa yokuhlaziya abakwenzayo nabakushoyo ngokufundisa ukufunda okubhaliwe. Lezo zindikimba yilezi: � Ukubambelela ezinkolelweni ngokufundisa ukufunda okubhaliwe. � Ukungabi nolwazi olwanele kothisha ngenhloso yokufunda okubhaliwe. � Ukuzenyeza kothisha ngolimi lwesiZulu. � Ukwentuleka kwezinsizakufundisa zokufunda okubhaliwe. 273
8.2 UKUBAMBELELA EZINKOLELWENI NGOKUFUNDISA UKUFUNDA OKUBHALIWE Lolu cwaningo luveza ukuthi izinkolelo ngezinye zezizathu ezenza othisha babambelele ekufundiseni okubhaliwe ngendlela ababefundiswa ngayo bona beseyizingane besemabangeni aphansi, ngendlela ababeqeqeshwa ngayo emakolishi nasemanyuvesi, kanye nalezo asebezisebenzise isikhathi eside. Ngale kwezindlela abazisebenzisayo, indlela abakuqonda ngayo ukufundisa ukufunda okubhaliwe nakho kungenxa yezinkolelo abanazo ngokufundisa ukufunda okubhaliwe. Lezi zinkolelo zenza ukuthi kungabi lula ukuthi baguquke noma ikanjani kuzo ngenxa yokuthi babambelele kuzo. Lezi zinkolelo zinomthelela ekuqondeni kwabo ngokufunda okubhaliwe, ezindleleni nasemaswini abawasebenzisayo, indlela abahlela ngayo umsebenzi wabo, kanye nendlela abahlola ngayo izingane amakhono okufunda okubhaliwe. Lokhu kwatholakala ngokuhlaziya abakushoyo nabakwenzayo othisha mayelana nokufundisa ukufunda okubhaliwe ngesikhathi umcwaningi eqoqa ulwazi kulezi zikole ezimbili ezaziyingxenye yocwaningo, iMbalenhle neGolide. Ucwaningo oluvele lukhona luyafakaza ukuthi izinkolelo othisha abanazo ngabakufundisayo zinomthelela kwabakwenzayo ekilasini, okungahlanganisa izindlela namasu okufundisa, izinjulalwazi abazisebenzisayo, indlela abahlela ngayo umsebenzi wabo, nokunye (Pajares, 1992; William & Burden, 1997; Farrell, 2005, Chou, 2008; Nkosi, 2010; Nkosi & Mbatha, 2009). Lokhu kuveza umqondo wokuthi uma lezo zinkolelo kungezilusizo, ziba nomthelela omuhle kwabakwenzayo othisha lapho befundisa izingane. Kanti lapho lezo zinkolelo zingenalusizo, zingadala inkinga ekutheni kuthi nalapho sekukhona isidingo sokuthi basuke kuzo, kodwa kube lukhuni ukwenzenjalo. UPardo (2004) uqinisekisa ukuthi lapho othisha bekuqonda kahle okumele kwenzeke lapho befundisa ukufunda okubhaliwe, bangazifundisa kahle kakhulu izingane ukuba zikwazi ukubhala nokufunda okubhaliwe (p. 272). Njengoba ngivezile ngenhla, kulolu cwaningo kuyavela ukuthi ngenxa yezinkolelo ezingumphumela woqeqesho abaluthola emakolishi nasemanyuvesi, othisha bafundisa 274
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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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Reading Rockets, 2009; Zimmermann &
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 265 and 266: Lapho sebeqedile ukufunda amagama u
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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 and 288: ngezinye izindlela. Yingakho nje ng
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Page 299 and 300: T: Nizobhala isipelingi, kumele nit
Page 301: 7.3 IQOQA LESAHLUKO Kulesi sahluko
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
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
Page 351 and 352: 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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