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The main thing is to be kept the main thing…explaining skills and strategies is not the main thing in teaching reading. The main thing is to inspire students to be readers… (p. 3) La mazwi acashunwe ngenhla, akhombisa khona ukuthi into emqoka ukuba izingane zikhuthazwe ukuba zikwazi ukufunda okubhaliwe futhi zikuthande, zibe ngabafundi bemibhalo abasezingeni eliphezulu. Ngaleyo ndlela lapho izingane sezikwazi ukufunda okubhaliwe, zingaphumelela emfundweni yazo esikoleni ngoba ukufunda kwazo kuncike kakhulu ekutheni zithuthuke emakhonweni okufunda okubhaliwe. 1.10 UMLANDO OMFUSHANE WOLIMI LWESIZULU NOKUKHULA KWASO ENINGIZIMU AFRIKA IsiZulu singezinye zezilimi zaseningizimu yezwekazi lase-Afrika. Lukhulunywa ngabantu iningi labo abangamaZulu ababalelwa ezigidini eziyishumi abahlala eNingizimu Afrika. IsiZulu yilona limi olukhulunywa kakhulu kunazo zonke izilimi zabaMnyama baseNingizimu Afrika (babalelwa kumaphesenti angama-24 abasikhulumayo), kanti futhi ucwaningo luyaveza ukuthi babalelwa kumamaphesenti angama-50 abantu baseNingizimu Afrika abaluqondayo lolu limi (Ethnologue: Languages of the World, 2005). Kanti olunye ucwaningo luveza ukuthi isiZulu yilona lulimi olunabantu abaningi okwedlula zonke ezinye izilimi, njengoba ngonyaka wezi-2003, kwatholakala ukuthi amaphesenti angama-23 akhuluma isiZulu njengolimi lwasekhaya (Statistics South Afrika, 2003). Lesi yisibalo esikhulu njengoba izilimi sezizonke ezisemthethweni zilishumi nanye eNingizimu Afrika. Lolu limi lwaba ngolunye lwezilimi ezisemthethweni ngonyaka we-1994 ngesikhathi sokuphela kukahulumeni wobandlululo. Njengezinye izilimi zabaMnyama, isiZulu sibhalwa sisebenzise izinhlamvu zesiLathini. Lolu limi lwesiZulu lukhulunywa kakhulu esifundazweni sakwaZulu-Natali. Babalelwa kumaphesenti angama-81 abantu abakhuluma isiZulu njengolimi lwasekhaya kulesi sifundazwe, bangamaphesenti angama-26 eMpumalanga, kanti eGauteng 23
angamaphesenti angama-21 (Zulu Language Overview, 2010; PanAfriL10n, 2007). Luyakhulunywa futhi lolu limi nakwamanye amazwe ase-Afrika, anjengaseLesotho, eZimbabwe naseSwazini. Njengoba isiZulu, isiXhosa, isiNdebele, kanye nesiSwazi kuyizilimi zabaNguni, lezi zilimi zinabo ubudlelwano obukhulu. Isibonelo, akulula ukukhuluma nomunye wolunye ulimi olwehlukile kolwakho ningezwani nhlobo enkulumeni yenu ngenxa yokuthi lezi zilimi zihlobene. Nalapho omunye ekhuluma ngolunye lwalezi zilimi, akulula ukuba bangezwani okwempela lapho bekhuluma ngoba lezi zilimi zinamagama amaningi athi awafane, kanti amanye ayafana, noma-ke ukhona umehluko. IsiZulu selokhu saba khona kusukela ngeminyaka yonyakakhulu weshumi nane ngemva kokufa kukaJesu (14 century AD) (Zulu Language Overview, 2010; PanAfriL10n, 2007). Njengawo amaXhosa afudukela eNingizimu Afrika ngezikhathi zofuduko lwabantu ngezikhathi zezimpi zakudala, isiZulu sathatha eminingi imisindo yabaThwa namaLawu okuyiwona ayevele ekhona eNingizimu Afrika, okwakuyibona bantu bokuqala ukuhlala eNingizimu Afrika. Lokhu kwadala ukuba isiZulu nesiXhosa kube nemisindo ebizwa ngokuthi ongwaqabathwa, okuyimisindo eyathekelwa ezilimini zabaThwa. Njengezinye izilimi zabaMnyama, isiZulu naso sasiwulimi olukhulunywayo kuphela, lwalungabhaliwe phansi. Lokhu kwakwenziwa ukuthi abantu abangamaZulu ngezikhathi zakudala babebhala ngendlela yabo eyehlukile. Kwaze kwalamula ukufika kwabelungu ababezoshumayela ivangeli ababeqhamuka eNtshonalanga, e-Europe, okuyibona abakwazi ukulubhala phansi lolu limi besebenzisa izinhlamvu zesiLathini (Zulu Language Overview, 2010; PanAfriL10n, 2007). Abanye balabo belungu abenza lo msebenzi singabala u-J.W. Colenso, u-S.B. Stone, u-H. Callaway, kanye no-L. Grant. Bafundisa-ke abantu bokuqala, abakwazi ukuhlangana nabo, beshumayela ivangeli likaNkulunkulu, bebafundisa amakhono ayisisekelo sokubhala isiZulu (Ntuli & Makhambeni, 1998, p. 100- 135). Incwadi yokuqala eyashicilelwa ngolimi lwesiZulu yabhalwa eNorway ngonyaka we-1850 ngomunye wabelungu ababefike njengabazoshumayela ivangeli likaNkulunkulu, uHans Schreuder. Incwadi yesibili 24
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 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: 1.16UKUFUNDA OKUBHALIWE NGOKWANAMUH
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
Page 95 and 96: ngolimi, amakhono okuhlaziya amagam
Page 97 and 98: usedlulile ebangeni lesithathu esik
Page 99 and 100: kodwa nasezincazelweni nasekwakhiwe
Page 101 and 102: Ububi bale ndlela yilobu obulandela
Page 103 and 104:
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
Page 249 and 250:
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
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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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...................................
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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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