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IsiZulu iAssignment yokuqala

23 August 2023

(Isiqephu sokuqala – Essay)

Ucwaningo lwe-PIRLS (2016, 2021) lubonisa ukuthi izingane ezikumabanga aphansi
azikwazi ukufunda ngokuqonda. Ukuze othisha baphucule amazinga okufunda
ezinganeni ezikumabanga aphansi, kukhona izinto okumele baziqaphele uma behlela
isifundo esimayelana nokufunda. Inkinga yamazinga aphansi okufunda ngokuqonda
kubafundi baseNingizimu Afrika yinto ekhungethe onke amazinga emfundo. Nakuba
iminingi imizamo esizanyiwe ukulwa nale nkinga, kuze kube manje bekungakabi bikho
mibiko ebika ubungcono. Lapha ngingabala imizamo yaseNingizimu-Afrika efana ne-
Foundations for Learning Campaign, Readathon Campaign, National Strategy for
Reading. Kulombhalo ngizoxoxa kabanzi ngalenkinga yabafundi abangakwazi ukufunda
ngokuqonda ngibhekise kwi CHAT, Cognitive learning theory kanye ne Constructivisim
(AT).

Izikole zilawulwa nguMnyango WezeMfundo, okuyiwona onakekela ukuqeqesha othisha

ngolwazi olusha ngaso sonke isikhathi. UMnyango Wezemfundo wenza okusemandleni
ukwesekela izinhlelo zokuthuthukisa othisha. Kunabeluleki bezifundo ezahlukene
abathunyelwa nguMnyango ukuba unikeze uqeqesho kothisha, njengoba kukhona
abeluleki bezilimi. NesiZulu-ke sinabo abeluleki baso abanakekela othisha
ngokubafundisa ngezinto ezithinta ukuthuthukiswa kolimi, ukuthi abafndi bafundi
bafunde ngokuqonda nokunye. Laba beluleki besiZulu baye benze imihlangano
nothisha, babafundise, baphinde babanakekele nangezincwadi neminye imithombo
yolwazi ezobasiza ekuzikhuliseni ngolimi lwesiZulu. Ngaphandle kwabeluleki bolimi,
izikole nazo zinamakomidi azo, asebenza ukunakekela othisha baleso naleso sifundo.
Kanjalo-ke nothisha besiZulu njengolimi lwasekhaya bayahlomula ngalezi zinhlelo.
Bafundisana nangezindlela namasu okufundisa ulimi. Kulawo masu nezindlela
zokufundisa, ukufundisa ukufunda umbhalo/okubhaliwe ukuze abafundi bafunde
ngokuqonda nakho kuyingxenye; akusali ngaphandle. Kubalulekile ukuthi othisha
basizane baphane imibono ngaloludaba baphinde balalele nabeluleki ekuthaneni
bangenza kanjani ukuthi izingane zifunde ngokuqonda (Nkosi, 2011).
UNaicker (2009), uthi ngenxa yamazinga abantwana aphansi okufunda ngokuqonda
eNingizimu Afrika, izinkulungwane ngezinkulungwane zezingane ziye zizithole
seziphuma esikoleni ngenxa yokuthi zizithola zithwele kanzima ukuqhubeka nokufunda
izifundo ngenxa yezinkinga ezisondelene nokungakwazi ukufunda ngokuqonda
okubhaliwe. Ubala ukuthi inkinga yokufunda umbhalo yinto okumele isukunyelwe
ngokushesha ngesikhathi ingane isangena nje esikoleni emabangeni aphansi emfundo.
Ngenxa yokuthi abantwana abaningi bazithola benenkinga ekufundeni ngenxa
yezinkinga abanazo ekufundeni okubhaliwe, ababe besaba nekusasa eliqhakazile
ngenxa yalokhu, futhi nangasemkhakheni wezemisebenzi, akubahambeli kahle ngenxa
yokuthi abanawo amakhono adingekayo (Nkosi, 2011).

UPardo (2004) uyachaza ukuthi uma othisha bengake baqonde kahle ukuthi
kukhulunywa ngani lapho kukhulunywa ngokufundisa ukufunda ngokuwuqonda
umbhalo; bangazifundisa kangcono izingane ukuba zifunde ngendlela eyiyo futhi
zikuqonde kahle ezikufundayo. Ngale ndlela kubalulekile ukuba uthisha azi ukuthi
zontathu lezi zinto: ofundayo, umbhalo ofundwayo, kanye nendawo okufundelwa kuyo;
ngoba zontathu lezi zinto zinomthelela ekufundisweni komntwana ukuba athuthuke
ekufundeni umbhalo, futhi afunde ngokuqondisisa lapho efunda (p. 272).

Ngonyaka we-1978, uDurkin wabika ngemiphumela yocwaningo lokufunda

ngokuqondisisa olwalwenziwe emakilasini asezikoleni zikahulumeni eBoston. Emva
kokubuka othisha ngenkathi befundisa ukufunda okubhaliwe emakilasini, uDurkin
wasonga ngokut hi othisha babechitha isikhathi esincane kakhulu lapho befundisa
ukufunda okubhaliwe, okwakungabalekeleli abafundi ukuba bawuqonde umbhalo
abawufundiswayo. Babechitha isikhathi esingaphansi kwephesenti eli-1 ekufundiseni
abantwana ukufunda okubhaliwe ngenhloso yokuba bakuqonde. UDurkin uphawula athi
ngeshwa, abacwaningi abaningi ngisho nanamuhla basalokhu beqhubekile nokubika
ukuthi akukho bungcono obusatholakele ngemiphumela yokufundisa ukufunda
mgokuqonda (Collins-Block, et al, 2003).
UVygotsky (1978) umcwaningi wase-Russia, waqamba insizakuhlaziya i-social
constructivist yokufunda okubhaliwe. Le njulalwazi ibuye yaziwe ngokuthi yi-
sociohistorical theory. UVygotsky (1978) ubeka ukuthi ukufunda okubhaliwe (reading)
kuyinto eyenzeka ngenxa yokuba umuntu abe yingxenye yomphakathi, abuke
okwenzekayo emphakathini, abuke ukuthi izinto zenzeka kanjani ngokwejwayelekile
futhi nalowo ofundayo kube khona akwaziyo ngale nto afunda ngayo. Kanti futhi
kufanele kube ukuthi wake wahlangabezana nayo endaweni aphila kuyo. UVygotsky
wayekholelwa ukuthi umntwana ukuze akwazi ukufunda okubhaliwe / umbhalo,
kufanele axhumane nabanye abantu, azi ngezinto ezimzungezile, ezenzeka endaweni
aphila kuyo emphakathini. Ngaleyo ndlela uVygotsky ugcizelela ubudlelwane
obuphakathi kolwazi umfundi avele enalo kanye nosikompilo (culture) lapho efunda
ukufunda okubhaliwe/umbhalo. Ngale ndlela, lokhu kusho ukuthi ukukhula ekufundeni
okubhaliwe (learning to read) kwenzeka lapho umntwana ehlanganisa usikompilo
nolwazi olusha kanye nolwazi abevele enalo ngalokho akufundayo, futhi umfundi
ebambe iqhaza ekufundeni. Ngale ndlela i-social constructivist iyinjulalwazi ephathelene
nokufunda (learning) egcizelela ukwakheka kolwazi kumuntu uma efunda (Woolfolk,
1998; 1999)

Ngokwale njulalwazi, othisha kumele baziphathe njengabaholi nabalawuli bokufunda

(facilitators), kodwa bangabi ngothishambumbulu (Bauersfeld, 1995). Ngikusho lokhu
ngoba lapho enikeza abafundi isifundo, uthisha owaziyo umsebenzi wakhe ukwenza
lokhu njengomholi nomlawuli nomeluleki, asize ingane ukuba ikuqonde ekufundayo
lapho ifunda okubhaliwe; hhayi uthishambumbulu ongenandaba noma ingane
iyakuqonda kumbe ayikuqondi ekufundayo. Ngala mazwi lokhu kuchaza ukuthi uthisha
kumele akhombise amasu amaningi okulekelela ingane, amasu angaphezu kokuba abe
nguthisha (Brownstein, 2001). Isibonelo; uthishambumbulu uyatshela, kodwa
umholi/umlawuli uyabuza; uthishambumbulu uma phambili afundise izingane, kanti
umholi ulekelela abantwana, abone nabasele emumva; uthishambumbulu unikeza
izimpendulo, kanti umlawuli nomholi wokufunda unikeza umhlahlandlela aphinde avule
amathuba okuba ingane
Ngokwehlo lenjulalwazi i-social constructivist, ukufunda okubhaliwe kunezimpawu
eziningi. Okokuqala nje, ukufunda kusondelene nokwenzeka emqondweni (cognitive
behaviour) futhi kuhlanganisa izinto ezintathu eziphathelene nombhalo nolimi (ulwazi
lokubona / lokuhlonza amagama ‘word recognition’, nama-‘phonographic features’
kanye nokwakheka kwemisho ‘syntax’, kanye nezinto ezintathu ezisondelene
nokusemqondweni (background knowledge, intratextual perceptions,
andmetacognition). Okwesibili, ukufunda okubhaliwe kungabukwa njengento eyenzeka
ngenxa yokwenzeka emphakathini kanye nenhlalo yabantu ngenxa yokuthi izinto
ezenzeka emphakathini zineqhaza ezilibambile kokwenziwa umfundi wombhalo.

Sengiphetha, kulombhalo ngixoxe kabanzi ngalenkinga yabafundi abangakwazi

ukufunda ngokuqonda ngabhekise kwi CHAT, Cognitive learning theory kanye ne
Constructivisim (AT).
References:

NKOSI, Z. (2011). AN EXPLORATION INTO THE PEDAGOGY OF TEACHING

READING IN SELECTED FOUNDATION PHASE ISIZULU HOME LANGUAGE
CLASSES IN UMLAZI SCHOOLS. UNIVERSITY OF KWAZULU-NATAL.

https://theconversation.com/south-africas-reading-crisis-5-steps-to-address-childrens-
literacy-struggles-205961

https://www.news24.com/news24/opinions/columnists/guestcolumn/opinion-some-pirls-
of-wisdom-for-the-education-minister-stop-planning-start-legislating-20230522

https://www.dailymaverick.co.za/article/2023-05-21-a-proposal-to-upskill-the-81-of-
grade-4-children-in-south-africa-who-cant-read/

https://www.news24.com/life/books/what-is-that-voice-in-your-head-when-you-read-
20230525