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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. 291
8.4 UKUZENYEZA KOTHISHA NGOLIMI LWESIZULU Abakushoyo nabakwenzayo othisha kukhombisa ukuthi abasithandi kahle isiZulu, basifundisa ngoba bephoqwa yisimo. Kusobala ukuthi ukuba othisha kuya ngabo ngabe bafundisa isiNgisi. Othisha babeka ukuthi baxuba isiZulu nesiNgisi lapho befundisa ngoba isiZulu sisodwa ‘silukhuni’. Kanti bathi basebenzisa isiNgisi ngokusintshontsha lapho befundisa ngoba yinto abayijwayele nasenkulumweni eyejwayelekile ukufaka isiNgisi. Lokhu bathi bakwenza ngesizathu sokuthi isiZulu ‘siyinkinga’ uma besisebenzisa bengasixubi nesiNgisi. Kanti okwaqapheleka ukuthi nazo izingane ziyasisebenzisa isiNgisi lapho zikhuluma nothisha emakilasini. Lokhu kwenziwa ukuthi izingane zibukela kubo othisha njengoba nabo bekwenza lokhu. Lesi sizathu asizwakali kahle ukuthi uthisha angathi ulimi lwesiZulu, naye kululimi lwakhe lwebele, athi luyinkinga. Lokhu kuveza umqondo wokuthi nakuba benikeza izizathu ngokusebenzisa isiNgisi ekufundiseni ukufunda nokubhala, kodwa abangakusho, nokuyisona sizathu esicacayo ukuthi othisha bayazenyeza ngalolu limi, futhi abaluthandi.Uthisha uZanele wathi: ...isiZulu yisona esiyinkinga kakhulu. Ngikusho lokhu ngoba ngiye ngibone isiNgisi besifunda kangcono kunesiZulu. Angazi yini edala lokhu noma yingenxa yezinhlelo zikamabonakude nezomsakazo ekhaya, angazi. Khona ikhona impela inkinga ngokufundisa ulimi lwesiZulu. Enye yezinto edala lokhu ukuthi izingane azilitholi ithuba lokukhuluma isiZulu ngoba nasemakhaya abazali bakhuluma isiZulu esingamukelekile. Ngiyacabanga kunenkinga enkulu ngathi bantu abamnyama.Isibonelo nje, uma ingane ikhuluma okungesikho ngesiZulu siyathula asiyilungisi kodwa uma ibheda isiNgisi siyayilungisa. Njengoba ngichazile ngenhla, nakuba othisha bebeka ukuthi isiZulu ‘siyinkinga’, kodwa okuyilona phuzu elisemqoka abangalibeki ngokusobala ukuthi bayazenyeza ngolimi lwabo abalufundisayo lwesiZulu. Ngamanye amazwi ukuthi isiZulu siyinkinga kubonakala kuyindlela yokungaphumeli obala ngomuzwa abanawo wokwenyanya ulimi lwabo. Abakushoyo nabakwenzayo lapho befundisa ukufunda okubhaliwe kuyakufakazela lokhu. Isibonelo, izinsiza ezingamashadi abhalwe ngesiNgisi ezindongeni, izincwadi zesiNgisi eziningi emtatsheni wolwazi, nokunye. Lapho bekuhlobisa lokhu bathi bakwenza ngenxa yesikhathi okuphilwa kuso namuhla, lapho 292
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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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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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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
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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 and 310: okubhaliwe. Kanjalo no-Inglis naban
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: Ngakho-ke ngenxa yokungabi naso isi
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
Page 361 and 362: Pardo, L.S. (2004). What Every Teac
Page 363 and 364: RAND Reading Study Group. (2002). R
Page 365 and 366: Segalwe, O. (2006). SA's R6bn Liter
Page 367 and 368: Stahl, S.A. and Miller, P.D. (1989)
Page 369 and 370: 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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