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esiqalayo ukuwabona. Kodwa ngenxa yamakhono okufunda okubhaliwe esinawo, siyakwazi ukuthola izincazelo zalawo magama, sikwazi futhi nokuwasebenzisa ngokwethu enkulumeni noma ekubhaleni. Ngamanye amazwi abakwenzayo othisha kukhombisa ukuthi banamathele ezinkolelweni zakudala ngokufundisa ukufunda okubhaliwe. Okunye futhi ukuthi ngenxa yezinkolelo ababambelele kuzo othisha ngokufundisa ukufunda okubhaliwe, basebenzisa izindlela namasu afanayo kuwo wonke umfundi osekilasini. Isizathu salokhu ukuthi abanalo ulwazi lokuthi izindlela abazisebenzisayo namasu, kumele kuhambisane nezidingo zomfundi ngamunye ekilasini, okuyinto eyeyeme ezinkolelweni ababambelele kuzo, njengoba nabo bafunda kanjalo. Ngakho-ke nanxa uMnyango WezeMfundo ungabalekelela othisha ngokubafundisa ngezindlela zokufundisa ukufunda okubhaliwe ezingabasiza ekuthuthukiseni abafundi ekufundeni okubhaliwe ngokuqondisisa, kunzima ukuba bakusebenzise abafundiswa ngakho ngabeluleki abasuke bethunywe uMnyango WezeMfundo ngesizathu sokuthi kabakholelwa kulokho ababafundisa khona. Abakukholwayo yilokho okusezingqondweni zabo, osekunezimpande. Lezi zinkolelo zabo zibenza babone ukuthi izindlela ezisetshenziswa ukuze umfundi athuthuke ngendlela yokuqondisisa umbhalo zifanelene nesiNgisi, kodwa hhayi isiZulu, ngoba sona kufanele sifundiswe ngendlela ethile ehlukile kunezinye izilimi. 8.3 UKUNGABI NOLWAZI OLWANELE KOTHISHA NGENHLOSO YOKUFUNDA OKUBHALIWE UNgqongqoshe WezeMfundo yamabanga aphansi (Basic Education) osesikhundleni njengamanje u-Angie Motshekga ugcizelela ukuthi lapho uthisha efundisa okubhaliwe, kumele abe nenjongo yokuba ingane ifunde umbhalo ngenhloso yokuwuqondisisa futhi ithole uthando lokufunda imibhalo ehlukene. Lokhu kufakazelwa nangu-Clay (2003) obeka ukuthi ukufunda okubhaliwe akusikho nje ukufunda izimpawu nemifanekiso ukuba kube yimisindo namagama, kodwa kungukuthola umyalezo nokukwazi ukwenza umsebenzi owunikiwe ngempumelelo, okuyikhona okukhulisa ikhono lokufunda 279
okubhaliwe. Kanjalo no-Inglis nabanye (2000, p. 57) babeka ukuthi ukufunda okubhaliwe yiyona ndlela esemqoka ekutholeni imibono, imiyalezo, ulwazi kanye nezindaba, futhi kumele kube nenhloso yokuba ofundayo awuqonde umbhalo awufundayo. Njengoba sengike ngaveza phambilini, uVygotsky (1978) ubeka ukuthi ukufunda okubhaliwe kuyinto eyenzeka ngenxa yokuba umuntu abe yingxenye yomphakathi, abuke okwenzekayo emphakathini, abuke ukuthi izinto zenzeka kanjani ngokujwayelekile futhi nalowo ofundayo kube khona akwaziyo ngale nto afunda ngayo. Kanti uVygotsky (1978) ugcizelela ukuthi ofundayo kufanele kube nguye obambe iqhaza elibalulekile. Ngale kwalokho kufanele kube wukuthi wake wahlangabezana nalokho afunda ngakho endaweni aphila kuyo. UVygotsky wayekholelwa ukuthi umntwana ukuze akwazi ukufunda umbhalo, kufanele axhumane nabanye abantu, azi ngezinto ezimzungezile, ezenzeka endaweni aphila kuyo emphakathini. UVygotsky ugcizelela ukuthi ingane kumele ibe nolwazi oluthile ezitholele yona yazibonela yona ngokwayo ukwenzeka kwento ethile. Ngale ndlela, lokhu kusho ukuthi ulwazi analo umuntu, avele enalo, izinkolelo avele enazo kanye nezehlakalo zemihla ngemihla aye ahlangabezane nazo, kunomthelela ekufundeni kwakhe ulimi (Harris & Hodges, 1995, p. 43). Ngaleyo ndlela uVygotsky ugcizelela ubudlelwane obuphakathi kolwazi umfundi avele enalo kanye nosikompilo (culture) lapho efunda ukufunda okubhaliwe / umbhalo. Ngale ndlela, lokhu kusho ukuthi ukufunda okubhaliwe (learning to read) kwenzeka lapho umntwana ehlanganisa usikompilo nolwazi olusha kanye nolwazi abevele enalo ngalokho akufundayo. Kwatholakala ukuthi othisha babengenalo ulwazi olwanele ngokuyiyona nhloso yokufunda okubhaliwe, yingakho nje babegxila ekufundiseni izimelamsindo / imisindo, ukwakha nokuchaza amagama ngenxa yokuthi yizona zinto abazibona zibalulekile kakhulu, kanti abakucabangi okunye ngale kokwazi imisindo ukubhala nokwazi izincazelo zamagama. Lokhu kusho ukuthi abakwenzayo akuhambisani nombono wama-social constructivists. Ngale kwalokho, kuyacaca ukuthi othisha abacabangi ukuthi ukuze izingane zifunde ulimi, kumele zithuthuke ngokwamakhono onke olimi, ngaleyo ndlela ukufundisa kwabo kube nokuxhumanisa la makhono. 280
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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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Kule ndaba kuyakhombisa ukuthi uthi
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ngamunye umusho akhombe ingane ukub
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Page 283 and 284: L: UMaza noZola. T: Konje sitheni n
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Page 287 and 288: ngezinye izindlela. Yingakho nje ng
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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: phambili ekwakhiweni kolwazi olusha
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
Page 355 and 356: Kukan, L., and Beck, I.L. (1997). T
Page 357 and 358: 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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