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umbhalo nasekilasini lapho kwenzeka khona ukufunda okunomqondo, okulekelelwa nguthisha (p. 1466). 2.3.8 UKUFUNDA OKUBHALIWE NGOKWE-EMERGENT LITERACY THEORY Igama elithi injulalwazi yokufunda nokubhala okufufusayo (emergent literacy theory) laqalwa nguMarie Clay (1966), ukuchaza okwenziwa izingane ezincane lapho zifunda okubhaliwe noma zibhala, noma ngabe zazingafundi noma zingabhali into enomqondo. UClay wayekholwa ukuthi ukufunda nokubhala kuqala ngesikhathi ingane izelwe kanti futhi kuyinto eqhubeka njalo (Tracey & Morrow, 2006, p. 85). Ngale ndlela i-emergent literacy theory yakhiwe isuselwa ezinkolelweni eziphathelene nezindlela okwenzeka ngazo ukuthuthuka kwengane ekufundeni nasekubhaleni ulimi (p. 85). Ngakho-ke enye yezinkolelo ezisemqoka yosonjulalwazi abacwaninga ukuthuthuka kwengane esafufusa ekufundeni nasekubhaleni; ukuthuthukiswa kwamakhono omane olimi (ukukhuluma, ukulalela, ukufunda, nokubhala), njengoba enobudlelwano. Kanti futhi ikhaya lengane linomthelela omkhulu ekufundeni kwayo (Tracey & Morrow, 2006, p. 87). Ngenxa yalokhu, le njulalwazi ichaza nangeqhaza elibanjwa yikhaya lengane ekuthuthukeni kwamakhono olimi, konke okuholela ekutheni ingane igcine ikwazi ukufunda nokuqonda okubhaliwe. Kusemqoka ukuba kugcizelelwe ukuthi injulalwazi yokufunda nokubhala okufufusayo(emergent literacy theory), akukhona nje ukuthi ibheka ingane esencane ukuthi ifunda kanjani ukufunda nokubhala ngoba ayigxilile ekukhuleni ngokweminyaka yobudala, kodwa ibheka iqophelo lokwenza komfundi. Isibonelo; umuntu omdala angaba sezingeni lomfundi osafufusa (emergent reader), kodwa lokhu akusho ukuthi kudingeka abe neminyaka yobudala emithathu, emihlanu, kumbe eyisikhombisa ukuze abe ngumfundi osafufusa. Ngale ndlela lokhu kuchaza ukuthi kungenzeka umntwana athi eqambe efika ebangeni lesithathu noma lesine, abe esekwazi kudala ukufunda okubhaliwe. Uma-ke umntwana engumfundi <strong>of</strong>unda kanzima (struggling reader), angahlala kuleli zinga lokuba ngumfundi osafufusa isikhathi eside, ngisho noma ngabe 67
usedlulile ebangeni lesithathu esikoleni, kumbe ahlale ekuleli zinga impilo yakhe yonke ngoba phela abantu abafani (Tracey & Morrow, 2006, p. 85). Ngale ndlela, izingane ezisuke sezikwazi kahle ukukhuluma nokulalela, ziyavama ukuthi zenze kahle nalapho sekufanele zifunde okubhaliwe, kanjalo nalapho sekufanele zibhale. Kanti ingane engakakwazi ukukhuluma nokulalela kahle, iyavama ukuthwala kanzima lapho kufanele ifunde okubhaliwe kumbe ibhale (Tracey & Morrow, 2006; Morrow, 2005; Snow et al, 1998). UTeale benoSulzby (1986) kanye noTracey benoMorrow (2006) bagcizelela ukuthi bonke abantwana bayedlula esikhathini la bekwazi khona ukubona ubudlelwano phakathi kolimi olukhulunywayo kanye nolubhaliwe. Ngaleyo ndlela ukufunda okubhaliwe nokubhala akusiyo into umuntu angathi usefike ezingeni lapho ‘esegogodile’ kuyo engeke esaqhubeka nokufunda, kube sengathi akukho okungale kwakho. Ngenxa yokuthi i-emergent literacy theory iqhakambisa ukuthi amakhono abantwana okulalela, ukukhuluma, ukufunda umbhalo, nokubhala aqala kusukela ingane izelwe, lokhu kusho ukuthi igcizelela ubumqoka bekhaya lengane ngenxa yeqhaza elilibambile ekuthuthukiseni ingane ekutheni ikwazi ukufunda okubhaliwe kanye nokubhala (p. 86). 2.4 IZINDLELA ZOKUFUNDISA UKUFUNDA OKUBHALIWE (READING APPROACHES / METHODS) Ziningi izindlela zokufundisa ukufunda okubhaliwe. Lokhu kuyenzeka kuwo onke amazinga emfundo (emabangeni aphansi, emabangeni aphakathi nendawo, kanye nasemabangeni aphezulu). Lezi zindlela sezake zatholwa ngabacwaningi abaningi kanye nothisha njengeziwusizo ekufundiseni ukufunda umbhalo. Kodwa-ke iqiniso ukuthi ukusebenziseka ngempumelelo kwanoma yiyiphi indlela yokufundisa okubhaliwe kweyeme ekutheni oyisebenzisayo uyisebenzisa kanjani. Ngikusho lokhu ngoba kungenzeka uthole ukuthi indlela ethathwa ngabanye njengesebenziseka ngempumelelo futhi elusizo, kodwa uthole ukuthi omunye akakwazi ukuyisebenzisa ngendlela ukuze imiphumela yokufundisa ukufunda okubhaliwe ibe yimpumelelo (Joubert, 2004; Joubert et al, 2008). 68
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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
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ISAHLUKO 5 OKUSHIWO OTHISHA NGOKUFU
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ISAHLUKO 7 ABAKWENZAYO OTHISHA LAPH
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9.4.1 IZIPHAKAMISO EZIMAYELANA NOCW
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Harly, 2006). USolwazi uSolomon Sib
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Ngesikhathi kusungulwa i-Readathon
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10 kuya phezulu. Ngikusho lokhu ngo
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Uhulumeni waseNingizimu Afrika usus
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laseNingizimu Afrika kuphela, kodwa
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okufunda, ukubhala kanye nokubala a
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Kokubili-ke isiZulu njengolimi lwas
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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
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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: ngolimi, amakhono okuhlaziya amagam
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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Page 131 and 132: lwasekhaya. Lokhu kwakuzosiza ekuth
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Page 137 and 138: yokulandelisa, eyayilandela umbuzo
Page 139 and 140: kwalawo ma-themes athe ukujula impe
Page 141 and 142: ingakwazi ukwenabela kubantu, noma
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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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