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ISAHLUKO 1 ISENDLALELO NESETHULO SOMBIKO WOCWANINGO 1.1 ISINGENISO Ucwaningo oluningi oseluke lwenziwa luveza ukuthi aphansi kakhulu amazinga okufunda okubhaliwe/ umbhalo (reading levels) kubafundi baseNingizimu Afrika. Lokhu yinto eyenzeka kuwo onke amazinga emfundo, kusukela emabangeni aphansi kuze kufike emfundweni ephakeme (Pretorius & Mampuru, 2007; Bharuthram, 2006; DoE, 2008a, 2008b, 2008c; Magubane, 2008; Van der Rheede, 2008; Nkosi, 2010; Pretorius & Machet, 2008). Ngaphandle kwabafundi abasemazingeni ehlukene emfundo; amazinga okufunda umbhalo/ okubhaliwe aphansi nalapho kubukwa awezakhamizi zaseNingizimu Afrika, noma ngabe kungasezona izingane zesikole (Aitchison & Harly, 2006; UNESCO, 2006; United Nations Development Programme, 2007/2008). Isibonelo, ngonyaka wezi-2001 ngesikhathi sokubalwa kwabantu, lapho kubhekwa abaneminyaka engamashumi amabili kuya phezulu, kwatholakala ukuthi bangamaphesenti ayi-17,9 abantu ababengafundile kwasanhlobo. Kanti abangamaphesenti ayi-16 izibalo zaveza ukuthi bake balunguza esikoleni kancane, kanti abangamaphesenti angama-30,8 babenayo imfundo esezingeni eliphakeme yasesikoleni, kanti babengamaphesenti angama-24,4 ababeqede ibanga leshumi (Bharuthram, 2006, p. 3). Ucwaningo lwabuye lwathola ukuthi bangamaphesenti ayisi-8,4 kuphela abantu baseNingizimu Afrika ngalowo nyaka ababenemfundo abayizuze ezikhungweni zemfundo ephakeme (Statistics South Africa, 2003). I-United Nations Development Programme (2007/2008) ikubeka ngokusobala ukuthi amazinga okufunda nokubhala eNingizimu Afrika angamaphesenti angama-82,4. Nakuba eNingizimu Afrika ukufunda kuyimpoqo kuze kufike ebangeni lesi-9, bangamaphesenti angama-51 kuphela abantu baseNingizimu Afrika asebekwazile ukufinyelela ebangeni leshumi (Pretorius & Mampuru, 2007, p. 41). Ngonyaka wezi-2001, babalelwa kumaphesenti angama-93,9 abantu abadala ababengafundile abaMnyama (Aitchison & 1
Harly, 2006). USolwazi uSolomon Sibiya waseNyuvesi yasePitoli wachaza ukuthi izinga labangafundile kubantu abaMnyama baseNingizimu Afrika liphezulu kakhulu kanti futhi lokhu kunomthelela ekuphazamisekeni komnotho wezwe. Lokhu kungenxa yokuthi ukungakwazi ukufunda kuvimbela abantu abancane nabadala ekubambeni iqhaza ezintweni eziphathelene nenhlalo yabantu, ezomnotho nezepolitiki (Sibiya, 2005). Nakuba inkinga yamazinga aphansi okufunda okubhaliwe kuyingqinamba ekhungethe iNingizimu Afrika yonke, kodwa inkinga enkulu igqama kubafundi abakhuluma izilimi zabaMnyama, njengaso isiZulu. Abafundi abaMnyama, ikakhulukazi abafunda ezikoleni okungezabaMnyama bodwa, abatholi ukwesekwa kahle ukuze bathuthuke ekufundeni nasekubhaleni. Lokhu kusho ukuthi ekhaya nasesikoleni izingane eziningi azilekeleleki kahle ukuze zikhule ekufundeni umbhalo/okubhaliwe. Isibonelo: ezinye izingane azinakwa ngabazali bazo ngokuzithengela izinto zokufunda, aziwatholi amaphephandaba ukuba zifunde, esikoleni azifundi ngendlela yokuthi zifunde umbhalo ngokuwuqondisisa, kodwa kuba sengathi ukufunda umbhalo kusho ukukwazi ukubhala isibizelo, njalonjalo. Zimbalwa izingane ezikwaziyo ukuthola ulwazi lokubhaliwe zisesemakhaya, ikakhulukazi olubhalwe ngesiZulu. Isizathu salokhu ukuthi izinto eziningi izingane ezihlangana nazo zisencane, ziba yimibhalo yesiNgisi, lokhu okwenza ukuthi zikwazi kangcono ukufunda isiNgisi kunesiZulu. Lokhu kufakazelwa nayi-Donate a Book (2004) ebika ukuthi zimbalwa izingane ezikwaziyo ukuthola ulwazi olubhaliwe oluzozisiza ekuthuthukiseni ikhono lokufunda nokubhala, nezikwaziyo ukulekelelwa yimindeni yazo, kanti zingaphansi kwengxenye yenani labantu baseNingizimu Afrika ezinenhlahla yokuba kube khona izincwadi zokufunda emakhaya azo. 1.2 IMIBIKO NOCWANINGO OLUMAYELANA NESIMO SOKUFUNDA NOKUBHALA ENINGIZIMU AFRIKA U-Asmal, osewake waba nguNgqongqoshe WezeMfundo, waveza ngonyaka wezi-2001 ukuthi isifundazwe esikhungethwe kakhulu yinkinga yamazinga aphansi okufunda imibhalo yisifundazwe sakwaZulu-<strong>Natal</strong>. Waveza ukuthi abantu abakhinyabezwe yilesi 2
Page 1 and 2: AN EXPLORATION INTO THE PEDAGOGY OF
Page 3 and 4: DECLARATION I, ZINHLE PRIMROSE NKOS
Page 5 and 6: I dedicate this thesis to the follo
Page 7 and 8: ACKNOWLEDGEMENTS Numerous people ha
Page 9 and 10: AMAZWI OKUBONGA Ngifisa ukubonga ku
Page 11 and 12: ABSTRACT The problem of poor readin
Page 13 and 14: ukuba zithuthuke ekufundeni okubhal
Page 15 and 16: UHLU LWEZELEKO (LIST OF APPENDICES)
Page 17 and 18: IZINCAZELO ZAMANYE AMAGAMA ABALULEK
Page 19 and 20: 16. Inhlololwazi (interviews) izing
Page 21 and 22: ISAHLUKO 1 ISENDLALELO SOCWANINGO O
Page 23 and 24: 2.5.2.1 UKUZILUNGISA (SELF CORRECTI
Page 25 and 26: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 27 and 28: ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
Page 29: 9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
Page 33 and 34: Ngesikhathi kusungulwa i-Readathon
Page 35 and 36: 10 kuya phezulu. Ngikusho lokhu ngo
Page 37 and 38: Uhulumeni waseNingizimu Afrika usus
Page 39 and 40: laseNingizimu Afrika kuphela, kodwa
Page 41 and 42: okufunda, ukubhala kanye nokubala a
Page 43 and 44: Kokubili-ke isiZulu njengolimi lwas
Page 45 and 46: lwasekhaya bayahlomula ngalezi zinh
Page 47 and 48: imiphumela yocwaningo lwangonyaka w
Page 49 and 50: Kodwa manje ukufunda ukufunda okubh
Page 51 and 52: 1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
Page 53 and 54: angamaphesenti angama-21 (Zulu Lang
Page 55 and 56: phakathi neKwaZulu-Natal, esikhulun
Page 57 and 58: inhlolokhono isenziwa ngaso isiNgis
Page 59 and 60: yokuthi zase zinezingane okudinga z
Page 61 and 62: zonke izinsuku. Uma abafundi sebefu
Page 63 and 64: enza iphutha lo mfundi kwakuyinduku
Page 65 and 66: 1.14 INHLOSO YOCWANINGO NALAPHO LUG
Page 67 and 68: � Isahluko sesihlanu sethula umbi
Page 69 and 70: 2.1 ISINGENISO Esahlukweni esedlule
Page 71 and 72: Njengoba sengike ngachaza, ucwaning
Page 73 and 74: kokubuka othisha ngenkathi befundis
Page 75 and 76: ) nokufunda okubhaliwe ngesiNgisi u
Page 77 and 78: ngokuqondisisa (comprehension), uku
Page 79 and 80: 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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okubhaliwe kumfundi. Okwenzeka kule
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umcwaningi wayefuna ukuqiniseka uku
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7.2.1.2 OKWAKWENZEKA ESIKOLENI IMBA
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Nakuba ebangeni lesithathu amagama
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Lapho sebeqedile ukufunda amagama u
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L: Ingwici. T: Konje uma uphethwe i
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Fig. 19 Imisho eyayigcwaliswa ngaba
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amabili ayewahlukanisile ekilasini.
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ebhodini, bese ethi abakhe imisho n
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ubudlelwano nokufundwa kombhalo, ng
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T: Ake siphinde siwafunde sonke fut
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7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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(Lehr et al, 2008; Duffy, 2009; Mak
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L: UMaza noZola. T: Konje sitheni n
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T: Funda. L6: Izindaba ku-TV zaziyi
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ngezinye izindlela. Yingakho nje ng
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abazange baye emtatsheni wolwazi. I
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ndlela ye-look-and-say ingane ifund
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kufanele bafunde ngokuqonda umbhalo
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omunye onconyiwe nguthisha. Lokhu k
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ezinganakwa ngabazali, nakuba zazik
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T: Nizobhala isipelingi, kumele nit
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7.3 IQOQA LESAHLUKO Kulesi sahluko
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8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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yokufundwayo njengokuthi zizakhele
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phambili ekwakhiweni kolwazi olusha
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okubhaliwe. Kanjalo no-Inglis naban
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for Learning; kanjalo ne-National R
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Njengoba ngike ngachaza esahlukweni
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La mazwi akhombisa ukuthi kade yaba
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Nokho-ke lokhu akusho ukuthi ukufun
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Ngakho-ke ngenxa yokungabi naso isi
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8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
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ukukhuluma afana namabizo athile, i
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sezingxoxo ezaba ngemumva kokubukel
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La mazwi angenhla angethusa ngoba a
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siyazifaka izinyanga zonyaka zesiZu
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9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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Nakuba ngokwabo beziveza izizathu z
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ngokuzokwenzeka embhalweni, ziseben
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oluzobheka izindlela zokufundisa ok
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yini ngenxa yezilimi zabo ezingeson
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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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