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awazuzile ngokukwazi ukufunda aqonde ulimi lwakhe lwebele, lokhu kuyakwazi ukumsiza ekutheni awasebenzise ekufundeni olunye ulimi (Asmal, 1999). 1.13 UKWESEKELA LOLU CWANINGO NGOKUPHATHELENE NEMPILO YAMI KANYE NEZEHLAKALO ESENGAKE NGADLULA KUZO Ngesikhathi ngisewumfundi emabangeni aphansi esikoleni ngeminyaka yowe-1980, kwabe kunendlala yothisha ababeqeqeshiwe, amakilasi okufundela, kanye nezinto zokufunda. Ikakhulukazi imfundo yabamnyama yabe ikhungethwe kakhulu yilezi zinkinga engizibalayo (Mgqwashu, 2007, p. 14). Ubandlululo lwayikhahlameza kakhulu imfundo ezikoleni zabamnyama baseNingizimu Afrika. Ngaleso sikhathi kwabe kuyinsakavukela ukungabi khona kahle kwezimali zokuthuthukisa izikole, izinsizakusebenza zingekho esimweni esigculisayo noma zingabi bikho kwanhlobo kwezinye izikole, othisha abangaqeqeshiwe, nokunye okuningi. Lokhu kwaba nomthelela ekutheni izingane eziningi zingasiqedi isikole. Labe liphezulu kakhulu izinga lokuphuma kwezingane esikoleni. Izingane eziningi zaziphuma ngoba imali yokufunda ingekho ekhaya, ezinye zingenabazali abazigqugquzelayo. Abazali abaningi babekhuthaza izingane zamantombazane ukuba zigane ngoba ukungagani komuntu wesifazane kwakubukeka njengento eyabe ilihlazo futhi nalowo okwabe ‘sekufanele ngabe useganile’ ngokwezinga lakhe lokukhula, wayeba nokuzenyeza, kube sengathi yingoba kukhona okungahambi kahle ngaye, noma mhlawumbe yingoba emubi/engathandeki. Into eyayiphambili kubazali kwakungukuthola izinkomo zamalobolo ngezingane zabo zamantombazane. Yingakho nje kwakuthi noma umuntu omdala oyikhehla elobola ingane encane eneminyaka eyishumi nesithupha, kuhalaliswe ekhaya kubo wentombazane ngoba kwakuzongena izinkomo, kukhule isibaya. Ezinye zazizihlalela nje ekhaya zenze imisebenzi yasekhaya, enjengokuluka amacansi, ziphahleke izindlu. Lezo zingane zazigcina zikhulelwa zitholele izingane emakhaya. Zazithola izingane ngayinye, ngambili noma ngantathu. Kwakwenzeka ezinye zizithole seziyofuna amatoho angatheni ngenxa 29
yokuthi zase zinezingane okudinga zizondle. Ngaleso sikhathi kwabe kungekho mali yesibonelelo sikahulumeni. Kanti eziningi zabafana zaziphuma esikoleni zeluse izinkomo, zihambe ziyofuna amatoho angatheni, noma zibe wuvanzi, zigcine ziwuhlupho emphakathini. Ezinye zazigcina ngokwenza amacala emphakathini, zigcine emajele. Ngaleso sikhathi kwakuba yigugu ukuba insizwa iqonywe yintombi noma izintombi eziningi, itholise amantombazane izingane, ihambe iyosebenza eGoli noma eThekwini. Ukufunda kwakungesilo kangako igugu futhi kwakungesiyo impoqo kubantu abaMnyama (Sedibe, 1998). Izingane eziningi ezaziqhubeka nokufunda yilezi ezazinabazali abase bethe ukukhanyiseleka ngokuthi ikusasa lezingane zabo lilele ekufundeni, ngakho kwakuye kuthi noma ingane izizwa ingakuthandi ukufunda, iphoqwe ngabazali ekhaya ngokuyishaya. Ezinye-ke zaziba yinhlula, kuthi ezinye zibekezele, zize zigcine ziliphothulile ibanga leshumi. Emva kokuphothula ibanga leshumi kwakungavamile ukuba uzwe umuntu ekhuluma ngeyokuqhubeka nokufunda aphokophelele emfundweni ephakeme. Isizathu kwakuwukuthi babembalwa abazali ababekwazi ukumelana nemali enkulu eyabe idingeka ezikhungweni zemfundo ephakeme. Nosizo lwezezimali lwabe luluncane, kumbe lwalutholakala kanzima uma lwalukhona. Lokhu kwakuholela ekutheni lapho ingane isiqedile ibanga leshumi, bese iya ebuthisheleni iyofundisa ngaso isitifiketi sebanga leshumi, noma iyokwenza ubuhlengikazi esibhedlela, ngenxa yokuthi yiyona misebenzi eyabe itholakala kangconywana, ikakhulukazi ezindaweni zasemakhaya. Nakuba yayikhona imithonseyana yamakolishi nezinye izikhungo zemfundo, njengoba sengike ngachaza, kwakuyilabo abakhethiwe ababenenhlahla yokuya kulezo zikhungo. Ngale ndlela othisha abangaqeqeshiwe babesazolokhu bandile nje njengoba babethi befundiswe abanye abangaqeqeshiwe, nabo baqede ibanga leshumi bayongena khona lapho emshungwini wabanye abangaqeqeshiwe, bafundise izingane, ngale ndlela kwakheke uchungechunge lothisha abangaqeqeshiwe. Lokhu kwakunegalelo elikhulu emfundweni yengane yomuntu omnyama, njengoba othisha abaningi babengenawo 30
Page 1 and 2:
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
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 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: inhlolokhono isenziwa ngaso isiNgis
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
Page 105 and 106: 2.4.6. I-WHOLE LANGUAGE APPROACH I-
Page 107 and 108: 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
Page 345 and 346:
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
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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