isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

years play, or should play, a critical role in the development of reading
comprehension... (p. 241)
Ngakho-ke othisha lapho belahlekelwe ngokuyiyona njongo yabakwenzayo lapho
befundisa okubhaliwe, kusho ukuthi abasibo abakhombi bendlela abalungileyo enganeni,
ngoba bayehluleka ukuyihola ukuba ikwazi ukufunda okubhaliwe ngempumelelo.
Kwabonakala ukuthi nalapho othisha bechazela abafundi ngezincazelo zamagama,
bakwenza lokhu bengakawuqali ukuwufunda umbhalo (labo ababili ababenezincwadi
ezimbalwa zokufunda). Kanti labo abagxila emisindweni nakuba amanye evela kuzo
izingane kodwa asukela emoyeni ngoba kusuke kungekho mbhalo ofundwayo.
Abawachazi lawo magama ngesikhathi umbhalo ufundwa. Lokhu kwakungawakhi
umqondo ngoba lawo magama kuba uhlu nje lwawo, achazwe-ke nguthisha, ngaphandle
kokuthi asetshenziswe esembhalweni kumbe kukhonjiswe kahle nokusetshenziswa
kwawo ngendlela egculisayo ukuze izingane zithole ithuba lokuwasebenzisa. UGraves
(2006) uthi:
One way to build students’ vocabularies is to immerse them in a rich array of
language experience so that they learn words through listening, speaking,
reading, and writing. (p. 5).
Kanti futhi lokhu abakwenzayo kuphambene ne-social constructivism kaVygotsky (1978)
ngoba i-socio-constructivism igcizelela ukuthi ukufunda kwenzeka endaweni lapho
umfundi kanye nokwenzeka emphakathini nosikompilo kuhlangana, umfundi kuleyo
ndawo kunguyena obambe iqhaza elibalulekile ekwakheni umqondo wokufundwayo,
njengoba sengike ngachaza phambilini (Wilson & Yang, 2006). Ngale ndlela uHarry
(2003), ubeka ukuthi bobabili uthisha nengane lapho kwakhiwa khona umqondo
wokufundwayo, babamba iqhaza elibalulekile. Ngamanye amazwi lokhu futhi
kuyakugqamisa ukungabi nalwazi ngenjongo yokufunda okubhaliwe ngokwama-social
constructivists, ngoba ezifundweni zothisha abaningi lalingabonakali iqhaza elibalulekile
elalibanjwe yizingane. Okwakwenzeka nje uthisha nguyena ‘oyinjini yolwazi’ njengoba
sengike ngaveza.
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