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futhi ohlakaniphe kakhulu. Emanyuvesi baningi abafundi abakhuluma isiZulu njengolimi lwasekhaya, kodwa uthola ukuthi esikoleni abasifundanga njengolimi lwasekhaya, sebezosifunda enyuvesi njengolimi lwasekhaya. Lokhu kwenzeka kulabo bafundi ababefunda ezikoleni okwakungezabaMhlophe nezamaNdiya nezamaKhaladi, lapho isiZulu sifundwa njengolimi lokwethekelwa. Lapho sebefika enyuvesi, kuba nzima ukufunda isiZulu njengolimi lwasekhaya. Enyuvesi YaKwaZulu-Natali, kubafundi abaqeqeshelwa ubuthisha, kunomgomo othi umfundi okungenani akabe naso esisodwa isifundo solimi olwengeziwe ohlwini lwezifundo zakhe. Kubafundi isiZulu esingelona ulimi lwasekhaya, benza isiNgisi njengolimi lwasekhaya bese benza isiZulu noma isiBhunu njengolimi lokwethekelwa (University of KwaZulu-Natal: Faculty of Education Handbook, 2010). Kanti lokhu kuyenzeka nakwamanye amanyuvesi, njengoba naseNyuvesi yase-Rhodes, isiXhosa sifundwa njengolimi lwasekhaya kubafundi okululimi lwabo lwasekhaya, nanjengolimi lokwethekelwa kubafundi okungelona ulimi lwabo (Eriksen, 2009). Kanti eNyuvesi yaseWitwatersrand, izilimi zabamnyama ezifundwayo yisiZulu nesiSuthu, kubafundi okuyizilimi zabo zasekhaya nalabo lezi zilimi kuyizilimi zabo zokwethekelwa (University of Witwatrsrand, 2010). 1.5.2 UQEQESHO UTHISHA ALUTHOLA ESESEBENZA Izikole zilawulwa nguMnyango WezeMfundo, okuyiwona onakekela ukuqeqesha othisha ngolwazi olusha ngaso sonke isikhathi. UMnyango WeMfundo wenza okusemandleni ukwesekela izinhlelo zokuthuthukisa othisha. Kunabeluleki bezifundo ezahlukene abathunyelwa nguMnyango ukuba unikeze uqeqesho kothisha, njengoba kukhona abeluleki bezilimi. NesiZulu-ke sinabo abeluleki baso abanakekela othisha ngokubafundisa ngezinto ezithinta ukuthuthukiswa kolimi nokunye. Laba beluleki besiZulu baye benze imihlangano nothisha, babafundise, baphinde babanakekele nangezincwadi neminye imithombo yolwazi ezobasiza ekuzikhuliseni ngolimi lwesiZulu. Ngaphandle kwabeluleki bolimi, izikole nazo zinamakomidi azo, asebenza ukunakekela othisha baleso naleso sifundo. Kanjalo-ke nothisha besiZulu njengolimi 15
lwasekhaya bayahlomula ngalezi zinhlelo. Bafundisana nangezindlela namasu okufundisa ulimi. Kulawo masu nezindlela zokufundisa, ukufundisa ukufunda umbhalo/okubhaliwe nakho kuyingxenye; akusali ngaphandle, njengoba uMnyango WezeMfundo uncoma indlela ye Balanced Approach ekufundiseni ulimi. 1.5.3 UKUBA YILUNGU ENHLANGANWENI YOTHISHA Kuze kube manje (2010), aziziningi izinhlangano zothisha besiZulu lapho bethola khona ubulungu, bahlomule ngolwazi abaludinga ekufundiseni isiZulu njengolimi lwasekhaya, okuhlanganisa nakho ukufundisa ukufunda umbhalo. Nakuba kunjalo, ikhona inhlangano yababhali Usiba (Usiba Writers’ Guild), okuyiyona nhlangano esemthethweni ebhekelela ulimi lwesiZulu nokukhula kwalo ezikoleni. Lapha kubhekwa isiZulu njengolimi lwasekhaya. Le nhlangano ihlanganisa othisha besiZulu ulimi lwasekhaya basezindaweni ezahlukene KwaZulu-Natal. Abanye othisha sebazithathela umhlalaphansi kwezokufundisa kanti abanye bake basebenza ezikhungweni zemfundo ephakeme, kanti abanye bangababhali bemibhalo eyahlukene yesiZulu. Le nhlangano isebenzisana noMnyango WezeMfundo. Ihambe ifundisa othisha nabafundi bazo zonke izikole zikazwelonke, ukuthuthukisa othisha emakhonweni abo okufundisa nokuhlaziya imibhalo. Okuqaphelekayo ngale nhlangano ukuthi isebenza ikakhulukazi nothisha basezikoleni eziphakeme, hhayi amabanga aphansi. Ngale kwale nhlangano, ngenxa yezinga eliphezulu lezobuchwepheshe esikhathini samanje okuyikhona kuhlanganisa umhlaba wonke ube yizwe elilodwa, othisha bayakwazi ngisho ukuba ngamalungu ezinhlangano zaphesheya kwezilwandle, njenge nhlangano i-African Languages Teachers Association (ALTA), eyasungulwa eMelika, esengike ngaphawula ngayo kuso lesi sahluko. Iningi leziphathimandla zale nhlangano ngothisha bezilimi balapha e-Afrika kodwa abazinze phesheya kwezilwandle. Bambalwa-ke othisha besiZulu balapha eNingizimu Afrika abayingxenye yale nhlangano ngezizathu ezahlukene, okubalwa kuzo ukungabi nayo indlela yokuxhumana, njengokusebenzisa i-internet, ikakhulukazi abasezikoleni zasemakhaya. 16
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 and 40: laseNingizimu Afrika kuphela, kodwa
Page 41 and 42: okufunda, ukubhala kanye nokubala a
Page 43: Kokubili-ke isiZulu njengolimi lwas
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
Page 91 and 92: kuphela, kodwa nomuntu omdala uyafu
Page 93 and 94: 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 &
Page 251 and 252:
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
Page 351 and 352:
Fecteau, M.L. (1999). First and Sec
Page 353 and 354:
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
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)
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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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