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Okunye futhi ukuthi nakuba izilimi ezifundwa kulezi zikole ebeziyingxenye yocwaningo zimbili, kuyisiNgisi nesiZulu, kodwa umcwaningi ukhethe ukucwaninga okwenzeka olimini lwesiZulu kuphela hhayi esiNgisini. Lokhu bekungasiza ukuthi kuvele imiphumela ecacile ngokufundiswa kokufunda okubhaliwe lapho kuqhathaniswa lezi zilimi zombili ukuze kucace ukuthi umehluko uba kuphi ekufundisweni kwazo. Ngale kwalokhu, ucwaningo lwenziwe kuphela ezikoleni ezimbili, endaweni yaseMlazi. Ngaleyo ndlela kungenzeka ukuthi okwenzeka kulezi zikole lapho kufundiswa ukufunda okubhaliwe akwenzeki ngendlela echazwa wumbiko walolu cwaningo. Futhi-ke ucwaningo lwenziwe endaweni eyilokishi, okuyindawo esondelene nedolobha elikhulu lesifundazwe, iThekwini. Kanti bekungenzeka ukuthi endaweni yasemakhaya, kutholakale ukufundisa ukufunda okubhaliwe kwenzeka ngenye indlela futhi nabakushoyo othisha kwehluke kulokhu okutholakale kule ndawo enobudolobha. Ngamanye amazwi okutholakale kulolu cwaningo kungenzeka ukuba emakhaya akwenzeki ngendlela efanayo, kanti futhi kungenzeka ukuba kuyafana nakhona. 9.4 IZIPHAKAMISO EZIMAYELANA NOCWANINGO OLUNGENZIWA, EZIQONDENE NOMNYANGO WEZEMFUNDO, KANYE NEZIQONDENE NENQUBOMGOMO YOLIMI YEZWE LASENINGIZIMU AFRIKA Njengoba isihlokwana siveza, iziphakamiso okuzokhulunywa ngazo lapha yilezo ezimayelana nocwaningo olungenziwa noma olungalandela lolu, nalezo eziqondene noMnyango WezeMfundo, kanye neziqondene nenqubomgomo yolimi yezwe laseNingizimu Afrika. 9.4.1 IZIPHAKAMISO EZIMAYELANA NOCWANINGO OLUNGENZIWA Izingqinamba zalolu cwaningo, njengokuba kuxoxiwe ngazo esigabeni esingenhla zigqamisa izinto eziningi ezibalulekile mayelana nokufundisa ukufunda okubhaliwe. Lokhu kusho ukuthi kuningi okufanele kucwaningwe mayelana nokufundiswa kokufunda okubhaliwe olimini lwasekhaya lwesiZulu. Phakathi kokunye kungaba ucwaningo 307
oluzobheka izindlela zokufundisa okubhaliwe emabangeni aphansi. Lokhu kungasho ukuthi kungancomeka ukuba kwenziwe ucwaningo olungaba yi-action research, lapho umcwaningi engenza imizamo engaba wusizo ekulekeleleni othisha ngokufundisa ukufunda okubhaliwe olimini lwasekhaya emabangeni aphansi. Lokhu kungaba lusizo lapho isiZulu silulimi lwasekhaya kothisha nabafundi. Lokhu kungasho ukuthi umcwaningi kumele achithe isikhathi esiningi ezikoleni, ezama ukulekelela othisha, abheke ukuthi imizamo yakhe iyawuveza yini umehluko, aphindaphinde ukuhlela kabusha njalo nje lapho ekade ezama ukuhlola indlela entsha yokufundisa ukuthi iyasebenza yini, aphinde akubukeze, kuze kube imiphumela isiyabonakala ivuna izithelo ezinhle kothisha nakubafundi. Okubalulekile ukuthi lolo cwaningo kube oluzohlomulisa othisha ngezindlela zokufundisa, kuphinde kubhekwe ukuthi okufundiswayo kunayo yini injongo yokufunda okubhaliwe ngokuqondisisa kubafundi, ukuze bakhule ekufundeni okubhaliwe. Nokho-ke umcwaningi kungadingeka abe nokuxhumana noMnyango WezeMfundo ukuze angabe esenza okuphambene nezinhloso nezidi ngo zawo, njengoba kungaba nemigomo elandelwayo. Ngale kwalolu cwaningo oluchazwe ngenhla olungenziwa, okunye okungancomeka ukuba kube nocwaningo lokuhlola (survey study) imizwa nemibono abanayo othisha mayelana nolimi lwesiZulu, kanye nemithelela yakho. Lokhu kungasho ukuthi kube lucwaningo olukhulu, olungathatha isibalo esithe xaxa sothisha ukuba babe yingxenye yocwaningo, inani lezikole ezibambe iqhaza lande. Imiphumela yocwaningo ingaveza isithombe sokuthi ingaphi imizwa nemibono yothisha abaningi mayelana nokufundisa ukufunda olimini lwasekhaya lwesiZulu, futhi kufanele kwenziwe njani ngakho. 9.4.2 IZIPHAKAMISO EZIQONDENE NOMNYANGO WEZEMFUNDO KANYE NENQUBOMGOMO YOLIMI YEZWE LASENINGIZIMU AFRIKA 9.4.2.1 IZIPHAKAMISO EZIQONDENE NOMNYANGO WEZEMFUNDO YAMABANGA APHANSI Kungaba kuhle lapho uMnyango WezeMfundo ungalekelela othisha ekutheni baqonde ukuthi ezinye izinto ziba zinhle, zibe wusizo ngesikhathi esithile, kodwa ukuhamba 308
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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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L: UMaza noZola. T: Konje sitheni n
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Page 289 and 290: abazange baye emtatsheni wolwazi. I
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Page 293 and 294: kufanele bafunde ngokuqonda umbhalo
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 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: ngokuzokwenzeka embhalweni, ziseben
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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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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