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ngendlela abafundisa ngayo, futhi baqonda ngokufundisa ukufunda okubhaliwe ngenxa yalesi sizathu. Izindlela namasu othisha abawasebenzisayo, abakufundisayo, kanye nezinsiza zokufundisa okubhaliwe abazisebenzisayo, yilokho abakholelwa ukuthi kuyabasebenzela, kanti futhi yikhona okulungileyo. Njengokuthi nje bafundise bagxile ezimelamsindweni/ emisindweni nasekufundiseni amagama ezihambela wodwa engekho endabeni, bagxile ekuhloleni ukufundisa ukufunda okubhaliwe ngesibizelo, basebenzise izinsizakufundisa ezinjengebhodi namashadi kakhulu, bafundise izincazelo zamagama ngaphambi kokuba izingane zifunde indaba, njalonjalo. Njengoba sengike ngachaza, ezinye zezinkolelo zingaba nomthelela emaswini nasezindleleni zokufundisa othisha abazisebenzisayo uma befundisa okubhaliwe. Nakuba uMnyango WezeMfundo unayo imithombo othisha abangayisebenzisa ukuze baqonde kahle ngezindlela nangezinjulalwazi zokufunda okubhaliwe njenge-emergent literacy approach, i-balanced approach, i-language experience approach, nezinye eziningi, kodwa, kubonakala sengathi lokhu akuyona into esemqondweni yothisha ukuthi lapho befundisa, kumele bazame nezindlela ezihambisana nokulindelwe ngumqashi wabo, uMnyango WezeMfundo. Nangale kwalokhu, abakwenzayo nabakushoyo othisha kuveza isithombe sokuthi ababuboni ubumqoka balezi zindlela, futhi abaziboni zingahambelana nokufundiswa kwesiZulu. Kunalokho bazibona zihambelana nesiNgisi ngoba bakholwa ukuthi ingane kumele yazi imisindo ikwazi ukuyibona emagameni nasemishweni, ukuze ‘ikwazi ukufunda okubhaliwe’. Lokhu futhi kubonakala sengathi nanxa benazo lezo zinkolelo ngokufundiswa kokufunda okubhaliwe, abanalo ulwazi olwanele ngezindlela ezihambisana kahle ne-social constructivist theory ekufundiseni ukufunda okubhaliwe. Nanxa othisha abakwenzayo kunamathele ezonkolelweni abanazo ngokufundisa ukufunda okubhaliwe, lapho sibheka ngeso le-social constructivist theory abakwenzayo, kuyabonakala ukuthi kukhona okuhambisanayo ne-social constructivism, nakuba kungenzeki ngokusezingeni eliphezulu. Njengokuthi nje, nanxa besebenzisa izindlela ezindala ezigxila ekufundeni okuqala ngemisindo, kuye emagameni kuze kube semishweni, kodwa kulokho kwenza kwabo bayazama ukuzenza izingane zibe yingxenye 275
yokufundwayo njengokuthi zizakhele amagama lawo zona ngokwazo zisebenzisa imisindo esebhodini, bese kuthi lawo magama asetshenziswe ukwakha imisho emifushane. Bayazenza futhi izingane zikhulume ngezikwaziyo, okungaba ezisuka nakho ekhaya nasemphakathini, njengokuthi nje lapho uthisha efuna benze izibonelo ezithile, ubabuza ngokwenzeka ekhaya, abake bakubone, abanakho, njalonjalo. Okunye futhi ukuthi lapho othisha bethula umsindo, kuba nesithombe sento ethile abayaziyo, baqale baxoxe ngayo, abafundi babe yingxenye yokufundwayo, ingxoxo ikhombise ukuthi bayakuqonda abaz<strong>of</strong>unda ngakho, bese kuba yikho-ke ukuthi othisha banamathela kakhulu emisindweni leyo nasekwakhiweni kwamagama azihambela wodwa nasekuwabhaleni kuze kube yisikhathi eside, okuyinto ethatha iviki lonke. Kwaqapheleka futhi ukuthi uthisha webanga lesithathu uNtombifuthi waseGolide ubambelele enkolelweni yokuthi afundele abafundi indaba abazoyifunda kuqala, abakhombise indlela amagama afuna bawaphimise ngayo lapho sebefunda, alingise, kube yikho-ke ukuthi ugxila ekuphinyisweni kwamagama ajahe ekubuzeni imibuzo esekupheleni kwendaba ukuhlola ukuthi bayiqondile yini abafundi. Lokhu kukhombisa ukuthi ukholelwa yikho lokhu ngoba kuleyo naleyo ndaba ayeyifundisa, wayekwenza lokhu, kanti kuyahambisana ne-scaffolding lapho uthisha ekhombisa izingane indlela okufanele zenze ngayo umsebenzi othile, enze yena kuqala, ngenhloso yokukhomba indlela, bese ezinika zizenzela ngokwazo. Kwatholakala ukuthi othisha banalo ulwazi lokuthi abasibona abashumayeli, kodwa basebenzisa inkulumo-mpendulwano (dialogue) phakathi kwabo nabafundi. Bonke othisha babeyenza ‘iphile’ le nkulumo-mpendulwano, futhi babekhombisa ukuthi bayaqonda ukuthi kubalulekile ukuthi abafundi basebenzisane. Ngikusho lokhu ngoba babeye banikeze abafundi imisebenzi ngokwamaqembu ngezinye izikhathi, nalapho befunda ebhodini babeqala bafunde njengekilasi lonke, bahlukaniswe ngokwamaqembu ahamba ngabathathu noma ngabane, babe babili kugc ine umfundi esefunda ngokuz imela eyedwa. Ngalesi sikhathi othisha babesuke bekhomba ngenduku ebhodini. Kanti futhi othisha babengahlali phansi behamba bebheka abafundi lapho kunemisebenzi abayenzayo ekilasini. Kwagqama ukuthi bayakholelwa yilokhu othisha. Kanti lapho kubhekwa lezi 276
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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 &
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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
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 and 286: T: Funda. L6: Izindaba ku-TV zaziyi
Page 287 and 288: ngezinye izindlela. Yingakho nje ng
Page 289 and 290: abazange baye emtatsheni wolwazi. I
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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: 8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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
Page 353 and 354: 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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