isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

Lokhu abakwenzayo othisha kuyashayisana nombono walaba babhali abacashunwe
ngehla. Abacwaningi abaningi bayavumelana ngokut hi lapho uthisha efundisa ukufunda
okubhaliwe, zinhlanu izingxenye zokufunda okubhaliwe kumbe amakhono asemqoka
uthisha okufanele awathuthukise kumfundi. Lawo makhono yilawa: ulwazi
lwezimelamsindo nemisindo, ulwazi lokuhlonza/lokubona amagama, ulwazimagama,
ukufunda ngokungangingizi, kanye nokufunda ngokuqondisisa, okuyiyona nto yokugcina
nokuyiyona njongo yokufundisa izingane ukufunda okubhaliwe (DoE, 2008c;
McGuinness, 2004; Joubert et al, 2008; Teachers Handbook for Teaching Reading in the
Early Grades, 2008; Duffy, 2009; Stahl & Fairbanks, 1986; Block & Israel, 2005).
Ngale ndlela, yilelo nalelo khono noma leyo ngxenye yokufunda umbhalo ibalulekile
ngoba inalo iqhaza elibambile ukuze ingane ithuthuke ekukwazini ukufunda okubhaliwe.
Lokhu akubonakalanga kwenzeka kothisha ababeyingxenye yocwaningo ngoba
okungenani ngamathathu kuphela ala makhono okufunda okubhaliwe abawanakayo
(ulwazi lwemisindo/lwezimelamsindo, ulwazi lokubona nokuhlonza amagama, kanye
nolwazimagama. Ngaleyo ndlela ukufunda ngokunganqikazi kanye nokufunda
ngokuqondisisa yinto othisha abahambela kude nayo.
Njengoba ngike ngaxoxa esahlukweni sesibili ngocwaningo olwake lwenziwa
nguLessing no-De Witt (2002) eNingizimu Afrika, othisha abafundisa ukufunda
okubhaliwe emabangeni aphansi babika ukuthi babedinga ukuthola uqeqesho noma
ukwelekelelwa ngamakhono okufundisa ukufunda okubhaliwe kula mabanga aphansi,
njengoba babengazi ukuthi yini okumele bayenze noma elindelekile lapho befundisa
ukufunda okubhaliwe. Lokhu kuyahambisana nokutholakala kulolu cwaningo ngoba
abakwenzayo nabakushoyo othisha kuveza ukuthi abakwenzayo kungenxa yokuthi
alukho ulwazi abanalo mayelana nokuthi lapho uthisha efundisa umbhalo, kufanele
afundiseni. Lokhu kwenza isivinini sokufunda okubhaliwe sihambe kancane kubafundi,
ngamanye amazwi sibe ngaphansi kwezinga labo lokukhula.
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