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Njengoba othisha benayo imithombo yeFoundations for Learning futhi uma becabanga kuyinto abayiqondayo, kodwa ukwenza kwabo akukhombisi ukuthi bayayiqonda kahle. Ngikusho lokhu ngoba i-Foundations for Learning lapho ilandelwa kahle, uthisha okholelwa kwi-social constructivist theory angaba nguthisha ofundisa ngempumelelo ingane ukuba ibe ngumfundi osezingeni eliphezulu ekufundeni okubhaliwe futhi ingane ikuthande ukufunda. Lokhu kungabe kusho ukuthi uthisha kumele aqaphelisise ukuthi ingane iyaluhlanganisa yini ulwazi evele inalo ngombhalo ewufundayo; isifundo sigxile kuyona ingane efundiswayo; ingane ilibambile ngendlela egculisayo iqhaza layo ekufundeni kwayo. Ngaphandle kwalokhu, ngokwe-social constructivist theory kuyacaca ukuthi ingane ithuthuka ekufundeni kuze ifike esigabeni lapho isikwazi ukufunda ngokuzimela, ingasadingi ukulekelelwa umuntu omdala (Zone of Proximal Development), okungaba uthisha ekilasini. Okwatholakalyo ukuthi nanxa kungaba ukuthi bayakholelwa kulenjulalwazi ngandlela thize, kodwa bona ngokwabo okubalulekile ukuba ingane ifunde ‘ukubhala kahle amagama ngendlela eyiyo’, ngaleyo ndlela ikwazi ukuzimela, ikwazi ukuzibhalela ingasizwanga umuntu omdala. Lokhu kungenxa yokuthi othisha bafundisa ukufunda okubhaliwe, kodwa inhloso yabo kube kuwukubhala. Ngamanye amazwi bafunda ikhono lokufunda okubhaliwe kodwa umphumela abawulindele kube ozoziveza ngokubhaliwe, okuyinto emangazayo-ke. Kwabonakala ukuthi kwakungekho emiqondweni yothisha ukuthi ingane kumele ifunde ngenhloso yokuqondisisa umbhalo. Kanti futhi ukukwazi ukupela nakuba kungenye yezinto ezifundiswayo kubafundi abasathuthuka ekufundeni okubhaliwe, akumele kuvimbe ingane ukuba ithuthuke ngendlela eyiyo yokufunda okubhaliwe. Isizathu esagqamayo sokuthi kungani othisha bethi uma behlola izingane ukuthi zithuthuka kanjani ekufundeni okubhaliwe bakwenze lokho ngokuzibhalisa isibizelo kunokuba bahlole izinga lokufunda okubhaliwe izingane ezikulo, kwatholakala ukuthi abanalo ulwazi olwanele ngokuthi yini inhloso yokufunda okubhaliwe. Lokhu kuveza ukuthi ingane engakwazi ukubhala isibizelo ithathwa njengengane ‘ehlulekayo ukufunda’, okuyinto engahambisani ne-social constructivist theory kanye ne-Foundations 281
for Learning; kanjalo ne-National Reading Strategy, okukhulunyiwe ngakho esahlukweni sokuqala. Ngaleyo ndlela kuyacaca ukuthi leyo ngane ekupheleni konyaka ngeke iphumelele ngoba ‘ayikwazi ukufunda’. Lokhu kuveza isithombe sokuthi ziningi izingane ezingaphumeleli kula mabanga ngenxa yokuthi zibonakala ‘zehluleka ukufunda’ ngenxa yokuthi azikwazi ukubhala ‘kahle’ amagama. I-social constructivist theory ayihambisani nokuthi ingane ivimbeke ekuthuthukeni kokufunda okubhaliwe ngenxa nje yokuthi ayikwazi ukubhala, njengoba ukubhala kungeyona injongo esemqoka yokufunda okubhaliwe, kodwa kuwukuqondisisa umbhalo ofundwayo. Kwatholakala ukuthi ngenxa yokungabi nalolu lwazi othisha bagxisha izingane ngokwazi ukubhala, kunokuba zifundiswe imibhalo enhlobonhlobo ukuze zithuthuke ekufundeni okubhaliwe. Kwatholakala ukuthi othisha benza abakwenzayo nje yingoba abanalo ulwazi ngenjulalwazi ye-social constructivism ngoba ababekwenza kwakungahambisani nemigomo nezinhloso ze-social constructivist theory. Ngaleyo ndlela okuyisona sizathu esisemqoka kulokhu kungasebenzisi kwabo injulalwazi i-social constructivism ukungabi nolwazi olwanele ngayo. Lokhu kwenza ukuba banamathele ezindleleni ezindala zokufundisa, ezingahambisani ne-social constructivist theory. Ukucacisa leli phuzu, othisha babezincoma ngokuthi bafundisa kahle izingane ukufunda okubhaliwe kulezi zikole, ngoba abakwenzayo kubenza baziqhenye ngakho ngoba izingane zabo ziphuma sezikwazi kahle ukubhala, okukhombisa ukuthi ziyakwazi ukufunda okubhaliwe. I-Foundations for Learning ukuba othisha bayayilandela ngabe abagxili emisindweni ngendlela yokuthi kube sengathi okuyiyona nto ebalulekile ekufundeni okubhaliwe ukuba ofundayo akwazi ‘ukubhala kahle amagama’ awabhale awathole onke. Lokhu akuyona injongo yeFoundations for Learning. Ngokwe-Foundations for Learning, uthisha kumele afundise ingane ukuba ibe nolwazi lwemisindo, ibe nolwazi lokubona amagama, ifunde ngokungangingizi, ithuthuke kulwazimagama, futhi iqondisise umbhalo ewufundayo. Lokhu kuyahambisana ne-‘Handbook on Teaching Literacy in the Early Years’ neminye imithombo ehambisana noMnyango WezeMfundo. Ngaleyo ndlela-ke nakuba beyisebenzisa i-social constructivism, bayisebenzisa ngokusezingeni eliphansi. 282
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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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okubhaliwe kumfundi. Okwenzeka kule
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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
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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 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 and 308: phambili ekwakhiweni kolwazi olusha
Page 309: okubhaliwe. Kanjalo no-Inglis naban
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
Page 359 and 360: 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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