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Njengoba izingane zithanda imibhalo ebhalwe ngesandla esikhulu, esinezithombe ezigqamile ngemibala, izindaba ezibhalwe ngesandla ephepheni akulula ukuthi zikhuthaze uthando lokufunda umbhalo ezinganeni ngokuwuqonda. Lezi zinsiza zibalulekile, kodwa azikwazi ukulekelela ingane ukuba ithuthuke nangamanye amakhono olimi uma zisetshenziswa zodwa. Ngamanye amazwi zidinga ukuba zisebenze nezinye ezingalekelela ukudoba uthando lokufunda kubantwana. Isibonelo, njengobuchwepheshe banamuhla njengama khompuyut ha, omabonwakude, ama-games ehlukene angamathoyizi afundisayo (educational toys), umsakazo, nokunye okuningi. Lokhu kusebenzisa uhlobo olulodwa lwezinsiza othisha bakwenza ngoba bengenazo ezinye izinhlobo zezinsiza. Ngaphandle kwalokho, othisha basebenzisa lezi zinsizakufundisa ngoba zihambisana nezinhloso zabakufundisayo, ukufundisa imisindo nokwakha amagama nemisho emifushane. Lokhu kungenxa yokuthi bengacabangi ukuthi lapho befundisa ukufunda; akumele bagcine ngokugxila emisindweni nasemagameni nasemishweni, kodwa okuyiyona nto ebalulekile ukuthi ingane ikwazi ukufunda umbhalo futhi iwufunde ngokuwuqondisisa, ikuthokozele ukufunda imibhalo enhlobonhlobo. Engxoxweni eyalandela ukubuka othisha befundisa, umcwaningi wabuza uthisha uMbali ukuthi kungani esebenzisa izinsiza ezizodwa (ishadi elibhalwe ngesandla elilodwa isonto lonke, kanye namagama nemisho esikiwe) engazishintshi lapho efundisa ukufunda okubhaliwe. Uthisha uMbali wathi: Ngingasho ngithi kade ngingenazo kahle izinsiza, kodwa manje senginazo. Ngesikhathi usekilasini ngifundisa ngangingakabi nazo. Some of them ngiwathole kwi-Department of Education, some of them anezilimi eziningi.Uthole nje igama elithi ‘transport’ bese ngezansi kube khona elithi ‘intalaspoti’ [okuyigama lesixhosa elisho izithuthi] kuphinde kube khona elithi ‘izithuthi’. Uyabona nje ungabe usa-understander ukuthi sekungena nesiXhosa kanjani. Kodwa-ke nginawo nje amashadi lapho befunda khona ngesiNgisi nangesiZulu, isiNgisi sikhona nje. IsiNgisi siyaqhamuka nje nomaphi. Ngeke nje uzwe ingane ithi umama uzoyithengela izicathulo ngenyanga kaNcwaba. Nokho-ke siyazama khona ngoba nasebhodini 299
siyazifaka izinyanga zonyaka zesiZulu ukuze bazijwayele.... yikho nje ukuthi kumele untshontshe lelo gama noma lawo magama... Njengoba uthisha uMbali wayethi usenazo izinsizakufundisa, ngalesi sikhathi kwabe sekuyinyanga kaNcwaba, okungukuthi kwabe sekuphakathi nesigaba sesithathu sonyaka. Nakuba echaza ukuthi wayesenazo izinsizakufundisa, kodwa izinsiza ayekhuluma ngazo yizincwadi ezimbalwa zokufunda zezingane ezincane, okuyinto angayisebenzisanga ngesikhathi efundisa ekilasini, kodwa ayisho ngomlomo. Okwakusemakilasini kwakungamashadi athengwayo ayesezindongeni anemibhalo yesiNgisi echaza izithombe. Kulolo hlobo lwamashadi othisha babengenawo abhalwe ngesiZulu. Isizathu salokhu kwaba ukuthi ayengekho amashadi ayebhalwe ngesiZulu esikoleni sonke jikelele. Nawo lawo ayekhona amaningi babewazuze kuMnyango WezeMfundo ngokomkhankaso we- Foundations For Learning. Le Foundations For Learning ngike ngachaza ngayo esahlukweni sokuqala. Into eyinkinga ukuthi nakuba lolu hlelo luhlose ukwelekelela othisha ngokufundisa ukufunda nokubhala kanye nokunye, kodwa izinsiza zitholakala ngolimi lwesiNgisi. Izinsiza zeFoundations for Learning nakuba ngesikhathi sokuqoqwa kolwazi zazibhalwe ngesiNgisi, kodwa ulwazi olukuzo othisha babengalusebenzisa ekufundiseni isiZulu. Ngikusho lokhu ngoba akusikho ukuthi othisha kabakwazi ukufunda isiNgisi. Uma okuqukethwe kule mithombo yeFoundations for Learning kulusizo olimini lwesiNgisi, kungaba wusizo nakhona esiZulwini. Ngesikhathi umcwaningi esaqoqa ulwazi locwaningo kwakungakabi khona lutho lwalolu hlelo olutholakala ngolimi lwesiZulu. Lokhu kuveza inselelo kothisha besiZulu kulezi zikole ababhekene nayo ngokushoda kwezinsizakufundisa zokufunda okubhaliwe ezitholakala ngolimi lwesiZulu. Lokhu bakhononda nangakho othisha ngesikhathi sezingxoxo nomcwaningi, bebeka ukuthi kubanika inkinga ukungatholakali kwezinsiza zesiZulu ngoba abanaso isiqiniseko sokuthi lapho behumusha bakwenza ngendlela eyiyo yini. Lokhu babekusho ngoba bengazethembi ngamakhono okuhumusha okususelwa kolunye ulimi. Lokhu kuyahambisana nanendikimba ethi bayazenyeza ngolimi lwabo bancamele isiNgisi, osekuxoxiwe ngayo ngenhla. umqondo wokuthi othisha bakwenza lokhu ukuze 300
Page 1 and 2:
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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amabili ayewahlukanisile ekilasini.
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ebhodini, bese ethi abakhe imisho n
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ubudlelwano nokufundwa kombhalo, ng
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Page 279 and 280: 7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
Page 281 and 282: (Lehr et al, 2008; Duffy, 2009; Mak
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 295 and 296: omunye onconyiwe nguthisha. Lokhu k
Page 297 and 298: ezinganakwa ngabazali, nakuba zazik
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 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: La mazwi angenhla angethusa ngoba a
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
Page 373 and 374: ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
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Page 377 and 378: 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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