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South Africa faces many challenges in promoting literacy…Books in African languages are scarce, so children do not have the opportunity to read in their home language…Poor matriculation results are in part due to the low levels of students’ reading skills. University students; even those enrolled for the languages and arts – are not proficient in reading, in terms of international standards. (DoE, 2008a). Ngale kwalokhu, ngomhla ziyi-14 kuNdasa ngowezi-2008, lowo owabe engungqongqoshe wezeMfundo, uNaledi Pandor, wasungula i-Foundations for Learning Campaign eKapa. Lo mkhankaso ngoweminyaka emine (kusukela ngonyaka wezi- 2008kuya kowezi-2011). Inhloso yawo ukubhekelela ukuthuthukiswa kwamazinga okufunda okubhaliwe, ukubhala, kanye nokubala ezinganeni zaseNingizimu Afrika. (DoE, 2008b, p. 4). Ukusungulwa kwawo lo mkhankaso kwaba yimpendulo yocwaningo oselwake lwenziwa ezingeni likazwelonke, ezifundeni, kanye nasemazweni omhlaba; oluveza ukuthi amazinga ezingane okufunda okubhaliwe, ukubhala kanye nokubala, aphansi kakhulu eNingizimu Afrika. Ngalo mkhankaso, kuhloswe ukuthi ngonyaka wezi-2011 bonke abafundi abafundiswa ngalolu hlelo lwe-Foundations for Learning babe sebekwazi ukufunda nokubhala nokubala ngokusezingeni labo lokukhula. UMengameli wezwe laseNingizimu Afrika, uMnumzane Jacob Zuma, ngomhla ziyi-11 kuNhlolanja ngonyaka wezi-2010, enkulumeni yakhe ayeyethulela isizwe (State of the Nation Address) ephalamende, phakathi kokunye, wabala ukuthi ngenxa yamazinga aphansi okufunda, ukubhala nokubala, abafundi bamabanga esi-3, esi-6 kanye nesi-9 bazohlolwa emakhonweni okufunda, ukubhala kanye nokubala. Wabeka kanje uMengameli uJacob Zuma: We want to improve the ability of our children to read, write and count in the foundation years…Unless we do this, we will not improve the quality of education…All grade three, six and nine pupils will now write literacy and numeracy tests that are independently moderated. (Nkosi, 2010, 12 February 2010). Uhulumeni unethemba lokuthi amazinga ezingane kula makhono anganyuka kusuka phakathi kwamaphesenti angama-35 kuya kwangama-40, aye okungenani kwangama- 60 ngonyaka wezi-2014. Lokhu kukhombisa khona ukuthi inkinga yamazinga aphansi 11
okufunda, ukubhala kanye nokubala akuyona inkinga encane, kuseyinselelo enkulu impela. Kodwa kudinga ukuthi kusetshenzwe kanzima ukuze kube khona ubungcono, futhi nakhona akulula ukuba kungavela isixazululo ngonyaka owodwa, njengoba kule nkulumo kucacile ukuthi umbono lona ngowesikhathi eside, angeke ufezeke ngomzuzwana nje. 1.4 UBUMQOKA BOKUFUNDA NOKUBHALA Lapho ulwazi lokufunda nokubhala imibhalo (literacy) kuthathwa njengesihluthulelo sokufunda izifundo (learning), ukufunda okubhaliwe (reading) yinto yokuqala eholela ekufundeni izifundo (learning). Ngale ndlela–ke ulwazi lokufunda nokubhala enganeni luyinikeza isisekelo sempumelelo ebangeni elide esazolihamba emfundweni njengoba ikhula (Pretorius, 2002; 2004; Pretorius & Machet, 2008; Tiemensma, 2007; Beller, 2008; Zimmermann & Hutchins, 2003; Block & Israel, 2005; Smith & Elley, 1994). Lokhu kuchaza ukuthi ukufunda umbhalo akusikhona nje ukufunda kwangempela uma abafundi befunda kodwa bebe bengakuqondi abakufundayo, ngoba akubi namphumela (Reading Rockets, 2009, Zimmermann & Hutchins, 2003; Bester, 2008; Smith & Elley, 1994; Block & Israel, 2005). Ngaleyo ndlela ukufunda ngokuqondisisa yikhona okuyinjongo yokufunda okubhaliwe (Reading Rockets, 2009; Snowling & Hulme, 2007). Kanti lokhu kufakazelwa nangulowo owayenguNgqongqoshe wezeMfundo, uNaledi Pandor obeka ukuthi ukufunda okubhaliwe yiyona nto ebaluleke kakhulu ekufundeni izifundo (learning) kwengane (Joubert, 2004; Joubert et al, 2008). Kanjalo noNgqongqoshe WezeMfundo yamabanga aphansi (Basic Education) osesikhundleni njengamanje (ngonyaka wezi-2010) u-Angie Motshekga, naye waweseka lo mbiko ngonyaka wezi-2009 (DoE, 2010). U-Clay (2003) ubeka ukuthi ukufunda okubhaliwe akusikho nje ukufunda izimpawu nemifanekiso kube yimisindo namagama ashiwo ngomlomo, kodwa kungukuthola umyalezo, uqonde okufundayo, nokukwazi ukwenza umsebenzi owunikiwe ngempumelelo, okuyikhona kukhulisa ikhono lokufunda ngesikhathi kulokhu kujwayelwa ukwenziwa. Kanjalo no-Inglis nabanye (2000, p. 57) 12
Page 1 and 2: AN EXPLORATION INTO THE PEDAGOGY OF
Page 3 and 4: DECLARATION I, ZINHLE PRIMROSE NKOS
Page 5 and 6: I dedicate this thesis to the follo
Page 7 and 8: ACKNOWLEDGEMENTS Numerous people ha
Page 9 and 10: AMAZWI OKUBONGA Ngifisa ukubonga ku
Page 11 and 12: ABSTRACT The problem of poor readin
Page 13 and 14: ukuba zithuthuke ekufundeni okubhal
Page 15 and 16: UHLU LWEZELEKO (LIST OF APPENDICES)
Page 17 and 18: IZINCAZELO ZAMANYE AMAGAMA ABALULEK
Page 19 and 20: 16. Inhlololwazi (interviews) izing
Page 21 and 22: ISAHLUKO 1 ISENDLALELO SOCWANINGO O
Page 23 and 24: 2.5.2.1 UKUZILUNGISA (SELF CORRECTI
Page 25 and 26: ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
Page 27 and 28: ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
Page 29 and 30: 9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
Page 31 and 32: Harly, 2006). USolwazi uSolomon Sib
Page 33 and 34: Ngesikhathi kusungulwa i-Readathon
Page 35 and 36: 10 kuya phezulu. Ngikusho lokhu ngo
Page 37 and 38: Uhulumeni waseNingizimu Afrika usus
Page 39: laseNingizimu Afrika kuphela, kodwa
Page 43 and 44: Kokubili-ke isiZulu njengolimi lwas
Page 45 and 46: lwasekhaya bayahlomula ngalezi zinh
Page 47 and 48: imiphumela yocwaningo lwangonyaka w
Page 49 and 50: Kodwa manje ukufunda ukufunda okubh
Page 51 and 52: 1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
Page 53 and 54: angamaphesenti angama-21 (Zulu Lang
Page 55 and 56: phakathi neKwaZulu-Natal, esikhulun
Page 57 and 58: inhlolokhono isenziwa ngaso isiNgis
Page 59 and 60: yokuthi zase zinezingane okudinga z
Page 61 and 62: zonke izinsuku. Uma abafundi sebefu
Page 63 and 64: enza iphutha lo mfundi kwakuyinduku
Page 65 and 66: 1.14 INHLOSO YOCWANINGO NALAPHO LUG
Page 67 and 68: � Isahluko sesihlanu sethula umbi
Page 69 and 70: 2.1 ISINGENISO Esahlukweni esedlule
Page 71 and 72: Njengoba sengike ngachaza, ucwaning
Page 73 and 74: kokubuka othisha ngenkathi befundis
Page 75 and 76: ) nokufunda okubhaliwe ngesiNgisi u
Page 77 and 78: ngokuqondisisa (comprehension), uku
Page 79 and 80: Ngaphandle kolwazi abafundi abavele
Page 81 and 82: ngayo lapho befunda ulimi lwabo iba
Page 83 and 84: ULevine nabanye (2000) bathi: “Th
Page 85 and 86: uzoveza ulwazi olusha kulo mkhakha
Page 87 and 88: 2.3.1 UKUFUNDA OKUBHALIWE NGOKWE-SO
Page 89 and 90: 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
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ngezinye izindlela. Yingakho nje ng
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abazange baye emtatsheni wolwazi. I
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ndlela ye-look-and-say ingane ifund
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kufanele bafunde ngokuqonda umbhalo
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omunye onconyiwe nguthisha. Lokhu k
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ezinganakwa ngabazali, nakuba zazik
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T: Nizobhala isipelingi, kumele nit
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7.3 IQOQA LESAHLUKO Kulesi sahluko
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8.2 UKUBAMBELELA EZINKOLELWENI NGOK
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yokufundwayo njengokuthi zizakhele
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phambili ekwakhiweni kolwazi olusha
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okubhaliwe. Kanjalo no-Inglis naban
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for Learning; kanjalo ne-National R
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Njengoba ngike ngachaza esahlukweni
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La mazwi akhombisa ukuthi kade yaba
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Nokho-ke lokhu akusho ukuthi ukufun
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Ngakho-ke ngenxa yokungabi naso isi
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8.4 UKUZENYEZA KOTHISHA NGOLIMI LWE
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ukukhuluma afana namabizo athile, i
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sezingxoxo ezaba ngemumva kokubukel
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La mazwi angenhla angethusa ngoba a
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siyazifaka izinyanga zonyaka zesiZu
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9.1 ISINGENISO ISAHLUKO 9 ISIPHETHO
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Nakuba ngokwabo beziveza izizathu z
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ngokuzokwenzeka embhalweni, ziseben
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oluzobheka izindlela zokufundisa ok
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yini ngenxa yezilimi zabo ezingeson
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IMITHOMBO ESETSHENZISIWE Abadzi, H.
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Barone, D. (2002). Literacy Teachin
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Bohannan, J.N. (1993). Theoretical
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Cohen, L., Manion, L. and Morrison,
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Dickinson, D.K. and Neuman, S.B. (2
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Fecteau, M.L. (1999). First and Sec
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Hamlyn, M. (07 January 2010). Motsh
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Kukan, L., and Beck, I.L. (1997). T
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Magubane, K. (2008). Major Plans to
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National Reading Panel. (2000). Tea
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Pardo, L.S. (2004). What Every Teac
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RAND Reading Study Group. (2002). R
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Segalwe, O. (2006). SA's R6bn Liter
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Stahl, S.A. and Miller, P.D. (1989)
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Thorndike, R.L. (1973). Reading Com
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Wessels, M. and van den Berg, R. (1
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ISELEKO 1: UHLELO LWEMIBUZO YEZINGX
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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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