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ulimi lwesiZulu emphakathini lusetshenziswa luxutshwe nesiNgisi. Ngakho-ke isiZulu ‘siyinkinga’ lapho sisetshenziswa sisodwa singaxutshiwe nesiNgisi. Lokhu kusho ukuthi othisha bona luqobo bathatha isiZulu njengenkinga. Lokhu kubiza ulimi lwesiZulu ‘ngenkinga’ kuyahambisana nalokhu uNdimande-Hlongwa (2009, p. 38) akuchazayo lapho ethi: Imiphakathi ethi ulimi luyinkinga yileyo enezilimi ezihlanganiswe nezinye noma ezahlukene. ENingizimu Afrika izilimi zomdabu zase-Afrika bezibandlululwa futhi zibukelwa phansi. Bezithathwa njengezilimi eziyinkinga nguhulumeni wobandlululo. Umqondo wokuthi izilimi zomdabu ziyinkinga usaqhubeka yize noma lezi zilimi sezisemthethweni ngokwenqubomgomo yolimi. Abantu abansundu akufanele bacabange ukuthi ulimi luyinkinga ngoba aliyona. La mazwi acashunwe ngenhla akhombisa ngokusobala ukuthi inkinga ilele kubo othisha ngokuthi kube yibo ababiza ulimi abalufundisayo nokululimi lwabo uqobo ngenkinga lapho befundisa ukufunda okubhaliwe. Ngikusho lokhu ngoba yibona bantu okufanele ukuba ngabe bayaluthanda ulimi lwesiZulu ukuze nezingane ziluthande. Lapho izingane zifakwa umoya wokuthanda ulimi lwazo ngothisha, lokhu kungaphumela nakubazali bazo, kanjalo nasemphakathini wonke. Ngikusho lokhu ngoba othisha bayingxenye yomphakathi, futhi banamaqhaza abalulekile emphakathini abawabambile. Kanjalo nezingane, awukho umphakathi ongenazo izingane. Izingane zingawenza umehluko emphakathini ngokwazo uma zingafakwa ngothisha uthando lolimi lwazo. Ngamanye amazwi lapho othisha nomphakathi kubona isiZulu njengenkinga, lokhu kungalimaza imiqondo yezingane ngolimi lwazo, ngakho bese zingafuni ukulufunda. Ngamanye amazwi, lokhu kuhambisana nokushiwo uVygotsky (1978) lapho ethi ulwazi ingane evele inalo eluthola emphakathini, usikompilo kanye nolwazi olusha, kuyahlangana lapho ingane ifunda umbhalo ukuze iwuqonde. Ngamanye amazwi, izingane zilimala kuzo zombili izindawo, esikoleni nasemphakathini mayelana nolimi lwazo. Kanti futhi lokhu kuyahambisana nokugcizelelwa ngabacwaningi abaningi abangabalandeli benjulalwazi kaVygotsky (1978) ababeka ukuthi ingane ifunda ukufunda okubhaliwe kusukela ezintweni ezenzayo; kusukela emagameni efunda ngawo 293
ukukhuluma afana namabizo athile, izenzo, izinto eziphathekayo kanye nezinto nje eye izibone zenzeka (Piaget & Inhelder, 1969; Block & Israel, 2005). Ngamanye amazwi, lapho othisha besebenzisa ulimi ngendlela abalusebenzisa ngayo lapho befundisa ukufunda, lokhu kusho ukuthi bafundisa izingane ukuthi zenze okwenziwa yibo. Ngikusho lokhu ngoba uma izingane zibukela kubo indlela ulimi olunukubezwa ngayo lapho othisha befundisa ukufunda okubhaliwe, lokhu nazo zingakubukela, zikwenze njengoba yinto eziyibukayo, eziphila kuyo, eyenzeka phambi kwazo. Ngakho-ke, uma othisha nomphakathi bebhebhezela umoya wokwenyanya ulimi lwesiZulu, lokhu kungalimaza izingane, zihluleke ukuqonda imibhalo ngendlela okufanele ukuba ngabe ziyiqonda ngayo. Nakuba bonke othisha bekhombisa ukuzenyeza ngolimi lwesiZulu, bacheme nesiNgisi, kodwa uthisha uNtombifuthi wakhombisa ngokwedlulele ukuthi isiZulu akasithandi, uthanda isiNgisi kunaso. Lokhu kwabonakala nangendaba ayikhethayo efundisa izingane ukufunda okubhaliwe, kanye namazwi aphawula ngawo ngesikhathi efundisa le ndaba, njengoba ngivezile esahlukweni sesikhombisa. Le ndaba yayincoma ubumqoka bokwazi isiNgisi (Bheka iseleko se-15, ekhasini lama-381 ohlwini lezeleko ngemuva). Kusobala ukuthi ukukhetha le ndaba wakwenza ukuze agqugquzele izingane ukuthi zicheme nolimi lwesiNgisi kunokuba zithande ulimi lwazo lwesiZulu. Ngakho-ke kuyacaca ukuthi njengoba othisha besebenzisa isiNgisi lapho befundisa ukufunda okubhaliwe olimini lwesiZulu, abanayo inhloso yokwenza izingane ukuba zifunde ngokuzigqaja ngolimi lwazo lwesiZulu, zisibone sibalulekile kunanoma yiluphi olunye ulimi olukhona eNingizimu Afrika. Kulapho kuvela khona umonakalo olimini, uma abasebenzisi balo ulimi uqobo, benesandla ekululimazeni. Lokhu kusho ukushabalala kolimi lwesiZulu sempela esingaxutshwe nalulimi, ngamanye amazwi, esimsulwa. Kunezinkonondo eziningi ngabamaphephandaba nomabonwakude, kanye neminye imithombo yezindaba, ngokujivaza ulimi lwesiZulu. Kodwa le mithombo nakuba inesandla ekulimazeni ulimi lwesiZulu, izikole nazo zingeke zashiywa ngaphandle ngoba 294
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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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Fig. 19 Imisho eyayigcwaliswa ngaba
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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
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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 and 320: Ngakho-ke ngenxa yokungabi naso isi
Page 321: 8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
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
Page 371 and 372: 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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