Ukuhlaziya izixazululo ezingasiza ekwenzeni ngcono imiphumela yokufundisa ukufunda ngolimi lwesiZulu Ebangeni lokuQala
[ENGLISH TITLE: Analysis of solutions that can help improve reading instruction outcomes in isiZulu in Grade 1]
DOI:
https://doi.org/10.56285/jltVol60iss1a6354Keywords:
ulwazi lwendabuko, ulwazi lwemisindo, ukubona amagama, ukufunda ngokuqondisisa, iqoqo lolwazimagama nokufunda olugelezayo, prior knowledge, phonological awareness, word recognition, reading comprehension, vocabulary development, reading fluencyAbstract
ENGLISH TITLE
Analysis of solutions that can help improve reading instruction outcomes in isiZulu in Grade 1
ABSTRACT
A significant proportion of learners in the early grades struggle to read at a level appropriate for their age. This poses a serious educational concern, as reading is the cornerstone of learning, it underpins comprehension, supports cognitive development, and enables learners to access and succeed in all other areas of the curriculum. The primary aim of this study was to analyse solutions that could help improve the outcomes of teaching reading in the Foundation Phase in isiZulu as a Home Language. The study employed a qualitative case study approach, which provides an in-depth exploration of a single case or focuses on a small group of participants. The researcher was guided by the belief that solutions to educational challenges can be found through the insights of those directly involved in the teaching and learning process. Participants were selected through purposive sampling, as they were Grade 1 teachers with substantial experience and deep knowledge of teaching at this level. Three teachers from two schools participated in the study, which was conducted in the King Cetshwayo District in the KwaZulu-Natal province. Data were analysed and presented using thematic analysis, where information is organised according to key themes. The findings revealed that teachers felt the training they had received did not fully meet their needs, particularly in equipping them with effective strategies to support learners who struggle with reading. The study recommends that training providers should first identify the specific needs of individual teachers before designing professional development programmes, and that they should also evaluate the impact of such training afterwards to determine how effectively it supports teachers in improving their practice.
ISIFINGQO
Abafundi abaningi emabangeni aphansi babhekene nenkinga yokungakwazi ukufunda ngokulingene amazinga abo. Lokhu kuyinkinga enkulu njengoba ukufunda kuyikona okubalulekile ekuthuthukiseni ukuqondwa kokubhaliwe nokwazi ukufunda ezinye izifundo. Inhlosongqangi yalo msebenzi ukuhlaziya izixazululo ezingasiza ekwenzeni ngcono imiphumela yokufundisa ukufunda emaBangeni ayiSisekelo olimini lwesiZulu lwaseKhaya. Lolu cwaningo lusebenzise uhlobo lokuphenya ngesimo esithile, oluchaza kabanzi lucubungule ngokujulile isigameko esisodwa noma lugxile kubantu abambalwa. Umbhali ukholelwa emibonweni ethi izixazululo zenkinga zingatholakala kubantu abathintekayo ocwaningweni. Abaphenywayo baqokwa ngendlela yokuqoka abahlanganyeli ngenhloso, ngenxa yokuthi bafundisa ibanga lokuqala futhi banolwazi oludephile ngokufundisa ibanga elikhethiwe. Bathathu othisha abebesuka ezikoleni ezimbili ababambe iqhaza kulolu cwaningo olwenziwe esifundeni saseKing Cetshwayo, esifundazweni saKwaZulu-Natal. Ukucubungula nokubika ulwazi olwaqoqwayo kwasetshenziswa indlela ehlela ulwazi lumbe ngezindikimba. Imiphumela ithole ukuthi othisha baveza ukuthi uqeqesho abaye baluhambele aluzihlangabezi izidingo zabo ngendlela ephelele okuwukufunda ngokuthi bangabanceda kanjani abafundi abanezinkinga zokungakwazi ukufunda. Lo msebenzi uncoma ukuthi abahleli boqeqesho ngaphambi kokuhlela uqeqesho baqale banyombulule izidingo zikathisha ngamunye emva koqeqesho bathole umthelela woqeqesho ukuthi lubasize kanjani othisha.
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