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kwesikhathi ngenxa yokushintsha kwezikhathi, lezo zinto ezake zaba lusizo esikhathini esiphambili, zitholakale sekunesidingo sokuba kubuyekezwe ukusebenza kwazo. Lokhu kungalekelela othisha ekutheni babuyekeze izinkolelo abanazo mayelana nokufundisa ukufunda okubhaliwe olimini lwesiZulu, ukuthi zisafaneleka yini ngokwezidingo ezihambisana nesikhathi sanamuhla, lapho kutholakala izinto eziningi sezinoshintsho lapho kuqhathaniswa nesikhathi esiphambili. Futhi lokhu kungasiza ekutheni babhekisise abakufundisayo, izindlela abazisebenzisayo ekufundiseni ukufunda okubhaliwe, kanye nendlela abakuqonda ngayo ukufundisa ukufunda okubhaliwe, kanjalo nenhloso yokufundisa umbhalo kubantwana abasebancane. Ngale kwalokhu, lokhu kungabenza nokuthi babuye bajeqeze nezinjulalwazi abazisebenzisayo, uma zikhona, uma zingekho, bathole ulwazi ngalezo zinjulalwazi zokufunda okubhaliwe (theories <strong>of</strong> reading). Ngaleyo ndlela, lokhu kungenza ukuba othisha bangakuthathi kancane ukufundisa ukufunda okubhaliwe, bacabangisise lapho besakuhlelela nalapho bekwenza ukuze amazinga ezingane okufunda okubhaliwe athuthuke. Ngaphandle kwalokhu, okunye okungalekelela kulesi simo ukuthi uMnyango WezeMfundo uke ubhekisise indaba yenqubomgomo yolimi kwezemfundo emazingeni aphansi. Ngikusho lokhu ngoba ekhona yakhiwa ngonyaka we-1997, kodwa kuze kube manje ayikaze ibuyekezwe kodwa sekuphele iminyaka eyi-13 yakhiwa. 9.4.2.2 IZIPHAKAMISO EZIQONDENE NENQUBOMGOMO YOLIMI YEZWE LASENINGIZIMU AFRIKA Kubonakala kungenza umehluko lapho uhulumeni wezwe laseNingizimu Afrika engasheshe ayisukumele indaba yokulinganiswa kwezilimi zaseNingizimu Afrika. Lokhu kuhlanganisa ukubuyekezwa kwenqubomgomo yolimi, kanye nokuba kubhekisiswe ukuthi khambi lini elingaba yisixazululo ekuqinisekiseni ukuthi inqubomgomo yolimi iyalandelwa emazingeni ehlukene nasezikhungweni ezehlukene (Isibonelo: emiphakathini, ezikoleni, nakwezinye izikhungo zikahulumeni nalezo okungesizo ezikahulumeni). Lokhu kungahlanganisa nokubhekelela ukuthi abantu abahlukumezeki 309
yini ngenxa yezilimi zabo ezingesona isiNgisi, ukuze izilimi zabansundu zibonakale zibalulekile futhi zithandeke nakubanikazi bazo. Njengokuthi nje, isibonelo, lezi zilimi ziyasetshenziswa yini lapho kwenziwa inhlolokhono (interview) ezikhungweni ezehlukene ukuze umuntu akwazi ukuthola umsebenzi engaphoqekanga ukukhuluma isiNgisi ‘njengomlungu waseNgilandi’ ukuze athole umsebenzi, abonakale ‘ehlakaniphile’ ngenxa yokuthi ukhuluma isiNgisi esicolekile. Kanti nangale kwalokhu, ngenxa yokuthi isiZulu sibonakala siqhubeka nokonakala ngokuba sixutshwe nesiNgisi ezikoleni nasemiphakathini, lokhu kubiza nokuthi uhulumeni afake isandla ekusunguleni izinhlelo ezingalekelela kulokhu uHennington (1989) akubiza ngokuthi ukungaxutshwa kolimi noma ukuhlanzwa kolimi (language purification). Lapha kubhekelwa ulimi ukuthi luhlale lumsulwa, lunganukubezwa ngezinye izilimi (Hennington, 1989; Kaplan & Baldauf, 1997). Lokhu yinto iJaphani eyake yayenza ngempumelelo emva kwempi yokuqala yomhlaba. Nokho-ke lokhu yinselelo enkulu njengoba kuphilwa esikhathini lapho abantu bezinhlanga nezilimi ezahlukene behlala ndawonye, befunda futhi besebenza ndawonye. Lokhu kudinga imiphakathi igqugquzelwe futhi incengwe ngokuziqhayisa ngezilimi zayo zamaNsundu, kwenziwe izinhlelo ezizoqhakambisa ubuhle bokugcinwa kobumsulwa bolimi kanye nokukhula kwalo. Isibonelo, kunezinhlelo emsakazweni woKhozi FM ezizamayo ukudonsa uthando lwabalaleli abangamaZulu, nazo ezingagqugquzelwa, kuphinde kube njalo nakumabonakude nasemphakathini uqobo ukuze ulimi luthandeke futhi lugcineke. Kanti amaFrentshi selokhu kwathi nhlo asebenzisa yona le ndlela ukugcina ulimi lwawo lunothile futhi luhlale lunganukubezekile (Ndimande-Hlongwa, 2009, p. 63). Lolu hlelo lugxila ekukhuleni kolimi olukhethiwe nezichazamazwi okuhloswe ngazo ukunciphisa izinga lamagama angawokwebolekwa noma athathelwa kwezinye izilimi, nokuvimbela okunye okungekhona okwendabuko olimini. Ukungaxutshwa kolimi kuqondene nokwesabela ukuthi ulimi olubukeka lungalinyazwa ulimi oludumile, olukhulunywa ngabantu abaningi kumbe olusabalele emazweni amaningi (okungaba yisiNgisi), nokuthi lolo limi lokubolekwa lungafiphaza indlela yokubhalwa kolimi (Alisjahbana,1984; Omar, 1987). Nokho-ke inselelo inkulu njengoba sengike ngachaza ngenhla, kanti lokho akusho 310
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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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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
Page 291 and 292: ndlela ye-look-and-say ingane ifund
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 and 336: ngokuzokwenzeka embhalweni, ziseben
Page 337: oluzobheka izindlela zokufundisa ok
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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ISELEKO 9: UMSEBENZI KATHISHA UTHAN
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ISELEKO 11: IKHADI LOKUBONGA LEZING
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