isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

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ukuthi othisha abaningi akubacaceli kahle ukuthi kusho ukuthini ukufundisa izingane ukufunda okubhaliwe. Ngonyaka we-1980, e-Yale-New Haven Teachers Institute eMelika, amathimba amabili abacwaningi ezingeni likazwelonke, enza ucwaningo ngokwehlukana mayelana nokufunda kwabafundi abenza izifundo zakwa-Humanities nezobuchwepheshe. Bavumelana ngokuthi kumele kwenziwe ngcono indlela okufundwa ngayo okubhaliwe kusukela phansi kuya emabangeni aphezulu esikoleni. Lokhu kwakungenxa yamazinga aphansi ngokwethusayo kwabafundi okufunda okubhaliwe nokuqondisisa abakufundayo. Ikhomishana ebhekelela ukufundwa kwemibhalo ezikoleni yabe isiyakha indlela eyayizosiza abafundi ekuthuthukeni ngokufunda imibhalo, ukubhala kanye nokucabanga okuphusile. Babuye bathola nokuthi kwakunesidingo sokuba kubhekwe ukuthi izifundo zakwa-humanities nezobuchwepheshe kwakumele zifundiswe ngendlela enobudlelwano (integration), kungabi nje sengathi isifundo nesifundo sizimele sodwa asinabudlelwano nezinye. Ngale ndlela kwaqalwa kwafundiswa abafundi ukufunda okubhaliwe, bakwazi ukufunda ngokuqondisisa kuyo yonke imikhakha esezikoleni. Ngenxa yalolu shintsho, kwaba khona ubungcono obukhulu kubafundi; indlela abase befunda ngayo kahle imibhalo, beqonda nabakufundayo okuyinto eyayikade ingenzeki phambilini. Lokhu kukhombisa khona ukuthi ukuhluleka ukufunda okubhaliwe kukhubaza inqubekelaphambili yomntwana ekufundeni jikelele, abonakale ehluleka ngenxa yokungabi nawo amakhono okufunda okubhaliwe (Youngblood, 2007). Kusukela ngonyaka we-1997 kuya onyakeni wezi-2000, eMelika, iNational Reading Panel (NRP) yenza ucwaningo ilandela ulwazi olwatholakala emiphumeleni yocwaningo olwalumayelana nokufundisa ukufunda okubhaliwe, ikakhulukazi emazingeni aphansi. Izihloko zocwaningo lwamabanga aphansi i-NRP eyayizibheka yilezo ezazimayelana nalokhu: ukufundiswa kolwazi lwezinhlamvu/lwezimelamsindo (phonemic awareness), ukufundiswa kwemisindo (phonics), ukufundiswa kolwazi lokubona / lokuhlonza igama (word recognition), ukufundiswa kokufunda ngokungangingizi / ngokunganqikazi (fluency), ukufundiswa kolwazi-magama (vocabulary), kanye nokufundiswa kokufunda 47
ngokuqondisisa (comprehension), ukuzilungiselela kukathisha, kanye nokufundiswa kwamasu okufunda okubhaliwe ngokuqondisisa (Report <strong>of</strong> the National Reading Panel, 2000). Lokhu kukhombisa khona ukuthi inkinga yamazinga aphansi okufunda okubhaliwe ayigcini nje lapha eNingizimu Afrika, kodwa yinkinga ekhungethe umhlaba wonke jikelele. Ngonyaka wezi-2005, uCallery e-Australian Catholic <strong>University</strong> wenza ucwaningo lwezinhlelo zokuthuthukisa amazinga okufunda umbhalo emabangeni ase-junior secondary. Wayecwaninga ngezinto ezinomthelela ekuthuthukisweni kwamazinga okufunda kwalabo bafundi abadonsa kanzima ekufundeni okubhaliwe kula mabanga. Imiphumela yocwaningo yaveza ukuthi abafundi abathwele kanzima ngokufunda okubhaliwe banezizathu ezahlukene ngokuhluleka kwabo ukufunda, kanti futhi banezindlela zabo ezahlukile zokufunda okubhaliwe, kunalezo zabafundi abangenazo izinkinga zokufunda okubhaliwe. Ucwaningo olwenziwa nguBarone (2002) eNyuvesi yaseChicago, lwaluhlola ukuthi abafundi basemakilasini amabili asenkulisa babefundiswa kanjani ulwazi lokufunda nokubhala (literacy). Imiphumela yocwaningo yaveza ukuthi esikhathini esiningi ulwazi lokufunda nokubhala (literacy) lwalugxile ebudlelwaneni obuphakathi kwesimelamsindo kanye nomsindo waleso simelamsindo. Ayemancane amathuba abafundi okufunda okunomqondo lapho befunda izincwadi. Ngenxa yalokhu, ucwaningo lwaveza isithombe sokuthi bane kuphela abafundi abathuthuka ekufundeni okubhaliwe okusafufusa; ngamanye amazwi abakwazi ukudlulela ebangeni lokuqala ekupheleni konyaka (Barone, 2002, p. 415). Lolu cwaningo nalo luyaveza ukuthi ikhona inkinga mayelana nokufundiswa kokufunda okubhaliwe kothisha, okuyiyona nto lolu cwaningo oluhlose ukuyicwaninga. Ngonyaka wezi-2008, uZhang eSingapore wenza ucwaningo oluyi-case study lapho ayehlola khona iqhaza lokufundiswa kolwazimagama lapho kufundiswa ukufunda ngokuqondisisa kubafundi besiNgisi. Ucwaningo lwaveza ukuthi abafundi ababazi amagama ayizi-2 000 kuya kwayizi-3 000, ukufunda kwabo ngokuqondisisa 48
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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
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ABSTRACT The problem of poor readin
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ukuba zithuthuke ekufundeni okubhal
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UHLU LWEZELEKO (LIST OF APPENDICES)
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IZINCAZELO ZAMANYE AMAGAMA ABALULEK
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16. Inhlololwazi (interviews) izing
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ISAHLUKO 1 ISENDLALELO SOCWANINGO O
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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 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: ) nokufunda okubhaliwe ngesiNgisi u
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
Page 113 and 114: ucwaningo luveza ukuthi abakwenzayo
Page 115 and 116: 3.2 UMKLAMO NEZINDLELA ZOKUQHUBA UC
Page 117 and 118: semfundo njengoba onke amanye amakh
Page 119 and 120: umcwaningi aqonde kahle ukuthi othi
Page 121 and 122: kahle konke abakushoyo. UFilstead (
Page 123 and 124: akusiwona amagama angempela ngenxa
Page 125 and 126: 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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