Ucwaningo lokuhlola ukufundiswa kokufunda okubhaliwe ebangeni leshumi esiZulwini ulimi lokuqala lokwengeza esikoleni esisesifundeni sase Pinetown.
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Abstract
Inhloso yalolu cwaningo ukubheka ukufundiswa kokufunda okubhaliwe esiZulwini uLimi
lokuQala lokweNgeza ebangeni leshumi. Lolu cwaningo luhlose ukuba kuphenduleke le
mibuzongqangi emithathu elandelayo: (i) Othisha bakuqonda kanjani ukufundiswa kokufunda
okubhaliwe ebangeni leshumi esiZulwini uLimi lokuQala lokweNgeza? (ii) Othisha bakufundisa
kanjani ukufunda okubhaliwe ebangeni leshumi esiZulwini uLimi lokuQala lokweNgeza? (iii)
Yini eyenza othisha bafundise ukufunda okubhaliwe ebangeni leshumi isiZulu uLimi lokuQala
lokweNgeza ngendlela abakwenza ngayo?
Ucwaningo lwenziwa esikoleni samabanga aphezulu esisendaweni yasePinetown. Kulesi sikole
isiZulu sifundwa njengoLimi lokuQala lokweNgeza kanti sifundwa ngabafundi abakhuluma
isiZulu njengoLimi lwaseKhaya kanye nalabo abakhuluma isiNgisi njengoLimi lwaseKhaya.
Isikole sisendaweni enomphakathi oxube izinhlanga, amaNdiya namaZulu kanti nesikole sixubile,
othisha nabafundi bangamaNdiya namaZulu. Bathathu othisha ababeyingxenye yocwaningo futhi
bafundisa isiZulu uLimi lokuQala lokweNgeza.
Lolu cwaningo luwucwaningo oluyikhwalithethivu (qualitative study), ngaphansi kwepharadaymu
i- constructivism. Lolu wucwaningo oluyi- case study. Ulwazi luqoqwe ngokusebenzisa izingxoxo
ezisakuhleleka (semi-structured interviews) nokubukela othisha befundisa (observations).
Kusetshenziswe injulalwazi i- social constructivist kaVygotsky (1978) kanye nemodeli yelandscape
Kendeou, Rapp no- van den Broek (2005) ukuhlaziya ulwazi olutholakele.
Zine izindikimba ezigqama olwazini olutholakele. Indikimba yokuqala iphathelene nokungaqondi
ukuthi kuyini ukufunda okubhaliwe. Lapha kuvela ukuthi othisha babheka ukufunda
kuwukuphimisa kahle amagama, ukuchazwa kwamagama asembhalweni, ukuhlonipha izimpawu
zokuloba, ukufunda kuzwakale kanye nokufundwa kwemibhalo yobuciko. Eyesibili imayelana
nokungabi nanhloso ngokufundisa ukufunda okubhaliwe okuvezwa ngothisha ezingxoxweni zabo.
Indikimba yesithathu iveza ukufundisa ukufunda okubhaliwe nokuhlola njengento eyodwa. Lapha
kugqama ukuthi okubalulekile kothisha ukufundisela ukuhlola kunokufundisela ukuba abafundi
bathuthuke ekufundeni imibhalo ngokuyiqondisisa. Eyokugcina iveza ukuba nothando lweholo
kothisha esikhundleni sokuba nothando lomsebenzi.
Okunye okucacayo ukuthi abakushoyo ezingxoxweni akufani nalokho abakwenzayo lapho
befundisa. Izingxoxo zibaveza bengakukhathalele ngokuphelele ukufundisa futhi bengenanhloso
yokufundisa ukufunda okubhaliwe, kodwa lapho sebefundisa kuyavela ukuthi kukhona
abakwenzayo ukuzama ukulekelela abafundi ukuba bafunde imibhalo ngokuyiqonda.
Ucwanigo lusonga ngokuphawula ngokuthi ukuba phansi kwamazinga okufunda okubhaliwe
kubafundi kwenziwa ukuthi othisha ababalekeleli ngendlela efanele ukuze bathuthuke. Ngaleyo
ndlela, kudingeka ukuba othisha bahlonyiswe ngokufundisa ukufunda okubhaliwe futhi
bakuqonde ukubaluleka komsebenzi wabo.
Description
M. Ed. University of KwaZulu-Natal, Durban 2015.
Keywords
Zulu language--Study and teaching (Secondary)--South Africa--KwaZulu-Natal., Zulu (African people)--Books and reading., Zulu literature--Study and teaching (Secondary)--South Africa--KwaZulu-Natal., Language and languages--Study and teaching (Secondary)--South Africa--KwaZulu-Natal., Theses--Education.