isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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Kwakungenzeki zibe mbili izincwadi ezifundwayo ekilasini, kwakunguMasihambisane kuphela, kanti futhi abafundi babezithengela leyo ncwadi, ayikho eyayitholakala esikoleni. Kwakungabi bikho ushintsho mayelana nezindlela zokufunda lapho kuqhathaniswa ibanga lesibili nelesithathu nelesine, ngoba kula mabanga kwakufundwa zona izindaba ezazikuMasihambisane. Indaba eyayifundwa kwelinye ibanga wawusuke sewazi ukuthi uzoyifunda nawe ngonyaka olandelayo uma yayifundwa yibanga ozolifunda ngonyaka olandelayo. Lokhu kwakungenxa yokuthi onke amakilasi ayehlangene kuleyo ndlu eyodwa. Abafundi babehlala ngokufulathelana ngokwamabanga abawenzayo. Njengoba isikole sasinothisha ababili kuphela, uthisha ngamunye wayefundisa amabanga amabili ngokushintshana. Ukucacisa, <strong>of</strong>undisa ibanga lokuqala wayefundisa nelesibili, kanti omunye efundisa ibanga lesithathu nelesine. Babefunda ngokushintshana abafundayo, omunye emva komunye. Umfundi wayefunda indaba yonke noma kuthiwe akafunde isigaba esithile noma izigaba. Umfundi wayema lapho kusho khona uthisha. Emva kokufunda-ke kwakulandela ukubhalwa kwamagama, kulandelwe yindatshana. Amagama ayeye abe yishumi bese indatshana kube yisigaba nje noma singaba imigqa emine kuya kwemihlanu. Amamaki-ke amagama ayeba yishumi; awendatshana abe yisihlanu. Lapho umfundi ethole ngaphansi kweshumi sekukonke, wayeshaywa kakhulu esandleni noma ezinqeni. Kwesinye isikhathi kwakuye kwenzeke ukuthi uthisha angabi bikho ngesikhathi sokufunda ekilasini. Wayenika abantwana umyalo ukuba bazifundele bodwa. Wayema phandle alalele ukuthi abawubangi yini umsindo bayafunda njengokomyalo wakhe. Uma babenza okuphambene nalokhu, babewukhomba onotshwala. Ngemuva kwalokho kufunda uma kungabanga bikho obanjwa esephutheni lokwenza okunye, kwakubhalwa amagama, uthisha abizele abafundi. Sincane isikhathi lapho abehlulekile babengayitholi khona induku. Ngaphandle kwalokhu, kwakuye kwenzeke ukuba umfundi owonile isigwebo sakhe kube ukufunda indaba leyo okuthiwa akayifunde, afundele ikilasi, uthisha alalele. Lapho 33
enza iphutha lo mfundi kwakuyinduku yodwa. Uma efunde kahle, kwakuzolandela imibuzo, kungekho kulekelelwa nguthisha ekucabangeni ngempendulo ngoba phela wayonile, uthisha evele efuna khona ukuthi kube khona la azohluleka khona bese emshaya. Esikhathini esiningi, ikakhulukazi ezindaweni zasemakhaya, wawuye uthole isikole sinothisha ababili noma abathathu esikoleni esincane esigcina ebangeni lesine (Standard Two: Grade 4). Lapho kufundwa incwadi yezindaba yesiZulu, umfundi wayethola isijeziso esiqinile; uthisha amsole ngokuthi ‘yisiZulu lesi ulimi lwakho’. Kanti nakhona esiNgisini kwakuyiso leso, induku iqhuma ngempela. Kwabe kungemnandi neze ukufunda ngalezi zinsuku. Ngangiya esikoleni ngoba ngizothi ngiyabika ekhaya ngolaka olusesikoleni, nakhona ngithole induku kuthiwe ‘angizwa’. Kwakuye kwenzeke esifundweni sesiNgisi kuphela ukuthi uthisha afunde, ahambe phambili, sifunde emva kwakhe, emva kwalokho kufunde ngayedwa. Wayeye ahumushe uthisha indaba eyayifundwa encwadini yesiNgisi, ayihumushele esiZulwini ukuze sizwe. EsiZulwini kwakungenzeki lokhu. Lokhu kufunda kwaholela ekutheni abafundi abaningi basenyanye isikole. Kwakungesikho kuphela futhi ukufunda okwakuxosha izingane esikoleni, kodwa nomsebenzi wezandla nezibalo. Kwakubhujwa kulezi zifundo. Ngale ndlela ukufunda akuzange kube mnandi emabangeni aphansi, kwaze kwaba semabangeni aphezulu, nakhona kwakunezakhona izinkinga. Ngale ndlela ukufunda kimina kwaba yinto engakhula ngiyizonda ngoba kwakungalethi kujabula, kodwa usizi lodwa. Kanjalo nasekhaya, alukho olutheni olwalungelekelela ekufundeni ukufunda imibhalo olimini lwesiZulu. Ekhaya, abazali babezama ukungithengela incwadi leyo eyabe ifundwa esikoleni. Kodwa-ke kwakugcina ngokuba kube yileyo ncwadi eyayingisiza, kwakungekho okunye okwakungagqugquzela uthando lokufunda. Isizathu ukuthi sasibaningi ekhaya, kungumuntu oyedwa okwakufanele asithengele sonke izincwadi zokufunda. Ngaphandle kwalokho, othisha akukho abake bakwenza ukukhombisa abazali ngokubaluleka kokulekelela ingane ekhaya ngokufunda okubhaliwe. Othisha babengakugcizeleli ukuthi abazali lingakanani iqhaza okumele balibambe ngezingane 34
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
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ACKNOWLEDGEMENTS Numerous people ha
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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 and 58: inhlolokhono isenziwa ngaso isiNgis
Page 59 and 60: yokuthi zase zinezingane okudinga z
Page 61: zonke izinsuku. Uma abafundi sebefu
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
Page 109 and 110: ekufundiseni ukufunda emabangeni om
Page 111 and 112: 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
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
Page 357 and 358:
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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...................................
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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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