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okubhaliwe eziwulimi lwesiZulu. Lokhu kwenza ukuthi nakuba ziyingcosana izinsiza abanazo ezikoleni, kodwa inkinga enkulu kube ukuthi nalezo eziyingcosana abanazo, iningi lazo ngezesiNgisi. Izincwadi ziyentuleka kakhulu kuzo zombili izikole ngoba nakulawo makilasi okwakuke kuphathwe kuwo incwadi, kwakuba yincwadi efanayo efundwa ngumuntu wonke osekilasini, kungabi khona ezinye ezehlukile ukuze izingane zibe nothando lokufunda imibhalo eyahlukene. Nakuyo leyo eyayiba khona (ngaphandle kwekilasi elilodwa likathisha uNtombifuthi), abafundi babeze babambisane ngenxa yokuthi zazingabenele ngokwesibalo. Lobu bunzima abugcini ngokuthi kube yizinsizakufundisa zasekilasini kuphela, kodwa nemithombo yolwazi othisha abethembele kuyo iningi layo ibhalwe ngesiNgisi. Lokhu kubaphoqa ukuba bahumushe, kodwa bebe bengenaso isiqiniseko sokuthi bahumusha ngendlela eyiyo njengoba kungacaci ukuthi banawo amakhono okuhumusha ulimi lwesiNgisi luye esiZulwini. Ngaphandle kwalokho, nakho ukungakhuthali kungabuye kubukwe kunomthelela ekushodeni kwezinsizakufundisa zokufunda okubhaliwe ngoba ezinye bangazama ukuzenza uma bengazimisela ngokwenzenjalo, njengoba kukhona okungangedinge imali ukuze bakwenze. 9.2 UKUBALULEKA KWALOLU CWANINGO Lolu cwaningo luphonse itshe esivivaneni ngokuveza obala ukuthi othisha besiZulu basemabangeni aphansi bakuchaza kanjani ukufundisa ukufunda okubhaliwe futhi bakwenza kanjani. Lokhu kuhlanganisa okufundiswayo, izindlela namasu okufundisa, izinsizakufundisa, imizwa abanayo ngolimi lwesiZulu, nokunye. Abakuchazayo othisha kukhombisa ukuthi yiyona ndlela abakuqonda ngayo ukuthi ukufundisa ukufunda okubhaliwe kuyini, kwenzeka kanjani, yini inhloso yakho, yimaphi amakhono abawakhulisayo othisha ezinganeni lapho bezifundisa ukufunda okubhaliwe, njalonjalo. Luphinde lwaveza ukuthi lokhu abakushoyo nabakwenzayo mayelana nokufundisa okubhaliwe olimini lwasekhaya lwesiZulu bakwenza ngazizathu zini. 303
Nakuba ngokwabo beziveza izizathu zabakwenzayo, kodwa ucwaningo luphinde luveze nalezo zizathu eziwumphumela wokuhlaziya ngosizo lwenjulalwazi esetshenzisiwe kanhle nohlaka lwemicabango. Ulwazi locwaningo lwatholakala ngezingxoxo nokubuka othisha befundisa, kanye nalolo olwatholakala ngokubuka okubhaliwe, njengemisebenzi yezingane kanye nemithombo esetshenziswa ngothisha ukuzilungiselela ngabakufundisayo. Ucwaningo luvezile ukuthi abaqondi ngokuyiyona njongo yokufunda okubhaliwe, ukufunda umbhalo ngokuqondisisa, ngakho abakwenzayo kungenxa yaleso sizathu. Lokhu kubonakale ngabakushoyo kanye nabakwenzayo. Okunye ukuthi ucwaningo luveza ukuthi othisha ababengabahlanganyeli bocwaningo basebenzisa nesiNgisi ekufundiseni isiZulu ulimi lwasekhaya. Lokhu kuveza umqondo wokuthi isiZulu abasinambithisisi kahle, kodwa bancamela ulimi lwesiNgisi kunesiZulu. Ngale kwalokhu, okunye ucwaningo elikuphonse esivivaneni ukuthi othisha ababeyingxenye yocwaningo abasuki kalula ezinkolelweni abanazo mayelana nokufundisa ukufunda okubhaliwe. Le miphumela izokwenza ukuthi othisha bazijeqeze ngokubukeza abakwenzayo, ukuthi abakwenzi ngenxa yezinkolelo yini noma bakwenza ngoba kufanele ukuba bakwenze. Lokhu kungasiza nothisha wanoma isiphi isifundo ukuthi lapho efunda umbiko walolu cwaningo, azihlole yena ngokwakhe (self reflection), ukuze kuthi nanxa kukhalwa ngamazinga aphansi okufunda okubhaliwe kwezingane, unembeza wakhe ube umlahla noma umvuna. Ngaleyo ndlela lapho umlahla, acabange ukuthi kukuphi lapho engenzanga khona ngokwanele. Okunye ucwaningo olukuphonse esivivaneni ukuveza ubunzima obubhekene nothisha bezikole ezaziyingxenye yocwaningo mayelana nokwentuleka kwezinsizakufundisa. Le nselelo yabonakala kuzo zombili izikole ezaziyingxenye yocwaningo. Ngaleyo ndlela, lokhu kungaba wusizo lapho abaphathi bezikole kanye noMnyango wezeMfundo ungathola lo mbiko, bese kwenzeka okuthile ukulekelela othisha ngezinsizakufundisa ezilimini zabansundu, kakhulukazi isiZulu ulimi lwasekhaya, obekuyilona ucwaningo lugxile kulo. 304
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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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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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T: Ake siphinde siwafunde sonke fut
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7.2.1.3.2 NGOLWESIBILI Ngosuku lwan
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Page 287 and 288: ngezinye izindlela. Yingakho nje ng
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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 and 328: La mazwi angenhla angethusa ngoba a
Page 329 and 330: siyazifaka izinyanga zonyaka zesiZu
Page 331: 9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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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• 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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