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Okubaluleke kunakho konke ngemiphumela yalolu cwaningo, ukuthi luveza ngokusobala ukuthi abantwana basezikoleni ebeziyingxenye yocwaningo hlobo luni lokufunda abakutholayo lapho befundiswa ukufunda okubhaliwe. Ngamanye amazwi, lapho benezinkinga zokufunda okubhaliwe, lokhu kuncike ekutheni abakutholi kahle ukwelekelelwa ngokufundiswa ukufunda okubhaliwe ngendlela efanele. Ngakho-ke kuyacaca ukuthi izinkinga abanazo zokufunda okubhaliwe, ziwumphumela wokungalekelelwa kahle ngothisha, nokuyinto abangakhula nayo. Lokhu kusho ukuthi bangakhula benezinkinga ngokufunda okubhaliwe ngokuqondisisa, futhi bangakuthakaseli ukufunda imibhalo enhlobonhlobo, okungabenza babe ngabafundi bemibhalo abangekho ezingeni eliphezulu. 9.3 UBUHLE NEZINGQINAMBA ZALOLU CWANINGO Lolu bekulucwaningo lokuhlola ukufundiswa kokufunda okubhaliwe emabangeni aphansi (esibili nawesithathu) esiZulu njengolimi lwasekhaya. Ucwaningo lukwenze ngempumelelo lokhu, ngenxa yokuthi ukufundisa ukufunda okubhaliwe bekuyiyona ngqikithi ezingxenyeni eziningi kulolu cwaningo. Ngale ndlela umcwaningi ubekuqikelela ukuthi angahlubuki kokuyiyona ngqikithi yocwaningo. Lokhu kusho ukuthi umcwaningi akasukanga kokuyiyona ndawo lapho ucwaningo lugxile khona, okuwukufundiswa kokufunda okubhaliwe emabangeni aphansi (esibili nawesithathu). Lokhu kubonakale nangenjulalwazi esetshenzisiwe yokufunda okubhaliwe, okuyinjulalwazi kaVygotsky (1978) i-social constructivist theory, ebheka ukufunda nokufundisa. Le njulalwazi isetshenziswe ukuhlaziya abakwenzayo nabakushoyo othisha. Isibonelo, nanxa injulalwazi i-social constructivism igcizelela ukubaluleka kolwazi ingane eza nalo ngaphambi kokuthi ifunde okubhaliwe, ulwazi eluthola ekhaya nasemphakathnini, kanye nolwazi olusha eluthola ngokufunda okubhaliwe, kwabonakala ukuthi othisha babengahambisani nalokhu kwabakwenzayo ngoba ukufundisa kwabo kugxile kakhulu olwazini lwemisindo, amagama (ukwakhiwa, ukuwabona, ukuwachaza), kanye nemisho emifushane. Babenganiki izingane ithuba lokuba zifunde imibhalo, zicabange 305
ngokuzokwenzeka embhalweni, zisebenzise ulwazi ezivele zinalo kumbe eziluthola emphakathini nasekhaya mayelana nokusembhalweni, njengoba ukufundisa kwabo kwabe kugxile emisindweni nasekwakhiweni kwamagama nemisho. Kanti nalabo ababeyisebenzisa imibhalo eyizincwadi zezindaba, ukwenza kwabo kwakungakhuthazi uthando lokuba izingane zifunde okubhaliwe, futhi zithuthuke ekufundeni okubhaliwe. Lokhu kuxoxiwe ngakho kabanzi kusukela esahlukweni sesihlanu kuze kube kwesesishiyagalombili, lapho umcwaningi ebeveza aphinde ahlaziye akutholile. Nakuba ucwaningo lunabo ubuhle eligabisa ngabo, kodwa nezingqinamba zibe khona. Ziningi izinto ezingacwaningwa nokusondelene nokufunda okubhaliwe, kepha kulolu cwaningo umcwaningi unqume ukubheka uhlangothi olulodwa, ukufundiswa kokufunda okubhaliwe. Lokhu kungenxa yokuthi umcwaningi ubengahlosile ukusabalala nakho konke okusondelene nokufunda okubhaliwe, kodwa ukugxila kokukodwa, ukuze akucubungule, athole amaqiniso ajulile ngakho. Njengokuthi nje umcwaningi ubengabheka akhethe ubudlelwano obukhona phakathi kokufunda okubhaliwe nokubhala (reading and writing connections), ubudlelwano obuphakathi kokufunda okubhaliwe nokwenza komfundi esikoleni (reading and academic performance). Okunye bekungaba ukuthi umcwaningi akhethe ukucubungula elinye lamakhono okufunda okubhaliwe abalulekile ekufundeni umbhalo (njengolwazi lwezimelamsindo, ukufunda ngokungangingizi, ulwazi lokubona amagama, izincazelo zamagama, ukuqondisisa). Kodwa umcwaningi ubeqonda ukuthi yilelo nalelo lala makhono abalulekile ekufundeni okubhaliwe enganeni engumfundi osafufusa. Ngakho-ke umcwaningi ukubone kubalulekile ukuthi agxile kokuphelele kunokuba agxile engxenyeni eyodwa kumbe ezimbili zala makhono, ngoba wonke abalulekile. Ngale kwalokhu, umcwaningi ubegxile emabangeni aphansi kuphela (ibanga lesibili nelesithathu), kodwa akacwaninganga ngawo onke amabanga asesikoleni. Isizathu salokhu ukuthi ukufunda okubhaliwe komfundi osafufusa kungeke kwaqhathaniswa nokomfundi osekhulile, njengomfundi webanga leshumi nanye noma weshumi nambili. Lapha yingoba umfundi osemabangeni aphansi usuke esacathula, kanti osekhulile kulindeleke ukuba usesezingeni elithile lokufunda okubhaliwe. 306
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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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(Lehr et al, 2008; Duffy, 2009; Mak
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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 and 332: 9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
Page 333: Nakuba ngokwabo beziveza izizathu z
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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• 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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