Amanye amakhono azivelela ngokwemvelo kithi njengoba sidalwe ngaleyo ndlela.
Noma kunjalo, ikhono lokufunda lithuthuka ngendlela engafani ezingqondweni zethu futhi kudingeka ukuthi lifundiswe ngokucacile ukuze silazi kahle. Lokhu kuchaza ukuthi ukuze abantwana bafunde kahle, kumele bafundiswe ikhono lokufunda kahle.
Ikhono elivela ngokwemvelo ulimi olukhunywayo. Lokhu kubonakala ebantwaneni abaningi ngoba abantwana abaningi uma besabancane balalela ngokuqondisisa kangcono kunofunda ngokuqondisisa. Okunye, ikhono lokuxoxa izindatshana lomntwana oneminyaka emihlanu liwuhlaka olubaluleke kakhulu lokufunda ngokuqondisisa izindatshana kumabanga olandelayo (Fisher & Frey, 2014; Spencer, 2023; Stewart, 2021).
Ngenxa yokuthi ulimi olukhulunywayo luyazenzakalela ngokwemvelo ebantwaneni, akusho ukuthi ikhono lokulalela nelokukhuluma akufanele lithuthukiswe. Ukuxoxa nokufundela abantwana izindatshana nezinganekwane ekhaya nasesikoleni kunemivuzo eminingi esekela abantwana ukuthi bakwazi ukufunda.
Uthuthukisa ulwazi lwemisindo
Ulwazi lwemisindo luvezwa njengezinye yezinto ezimqoka zokufundisa abantwana ukufunda kubalwa imisindo, ulwazimagama, ukufunda ngokugeleza kanye nokufunda ngokuqondisisa. Ulwazi lwemisindo yilwazi lokubona imisindo emagameni. Ezinye izibonelo zemisebenzi egxile kulwazi lwemisindo zibala ukushaya izandla kwilunga ngalinye egameni, ukusho imilolozelo nokukhomba noma ukusho amagama aphindaphindayo kwimilolozelo, ukubona ukuthi amagama akhiwe ngemisindo nangaphezulu (Learning Point Associates, 2004; UMnyango Wezemfundo Namakhono, 2007; Pretorius & Murray, 2019).
Nakuba imisebenzi yolwazi lwemisindo ingenziwa ngayedwana, iningi lale misebenzi izenzekelela yona ngokwendalo uma kuxoxwa izindatshana noma kufundelwa abantwana izindatshana. Le misebenzi yolwazi lwemisindo inesandla ekwakheni umdlandla nokunezezela incazelo yezindatshana ngesikhathi abantwana bezilalele.
Ukugqugquzela ukukhuluma, ukufunda nokubhala
Ukufunda noma ukuxoxela abantwana izindatshana nezinganekwane kuthuthukisa amagama nemicabango yabo. Lokho kukhulisa amakhono okukhuluma nokulalela – amakhono abalulekile ebantwaneni ukuthuthukisa amanye amakhono okufunda nokubhala (Yazıcı & Bolay, 2017). Ukuxoxwa kwezindatshana akulula neze njengoba kudingeka ukuthi abantwana balalele baphinde baphendule besebenzisa ulimi lokufunda. Lokhu kubasiza ukuqonda kabanzi amagama anzima nendlela yokuxoxa indaba. Ekuhambeni kwesikhathi, lokhu kubalekelela uma beqhubeka nokufunda nokubhala (Spencer, 2023).
Ukugqugquzela ukuzibandakaya, ukuhlukahlukana nokuphathwa ngokulingana
Inselele esibhekene nayo ezweni lethu ukuthi abantwana abaningi abanazo izincwadi zokufunda ngezilimi zabo zaseKhaya futhi ngesinye isikhathi abantu abahlala nabo abakwazi ukufunda ngolimi abantwana babo abalufundayo esikoleni.
Ukuxoxa izindatshana iyona ndlela yokubhekana nale nselele njengoba singekho isidingo sezincwadi uma kuxoxwa indatshana futhi ulimi ludinga ukhulunywa kuphela hhayi ukufundwa. Ukuxoxa izindatshana nezinganekwane kulekelela abantwana ukuthi bezwe izindaba ezisuka emindenini yabo kanye nezindaba ezisuka kwamanye amasiko (Spencer, 2023; White, 2022).
Ukuxoxa izindatshana nokufundela abantwana izindatshana kuyabagqugquzela ukuthi babe ngabaxoxi bezindaba nabo. Abantwana bayakwazi ukuba yingxenye yendaba ngokulingisa indaba, baphinde basho ukuthi bacabangani ngaleyo ndaba, nokwenza imilolozelo namaculo kanye nokunye (White, 2022).
Ukusekela ukuthuthukisa ukwenza ubudlwelano nabanye abantu
Bonke abantu bacabanga ngendlela indaba eyakhiwe ngayo, lokhu kuchaza ukuthi ezinye izindaba zisiza abantwana ukuthi baqonde umhlaba nomphakathi wabo (Spencer, 2023). Abantwana bangaziqondisisa izigameko ezisendabeni nokuthi abalingiswa babhekana kanjani nezinkinga ezithile abahlangabezana nazo, okubasiza ukuthi baqonde kahle izimo abangabhekana nazo nokuthi bakwazi ukukhuluma ngokuzithemba nangokucacile.
Ukwengeza kumivuzo ebaliwe ngenhla, ukufundela abantwana izindatshana nokubaxoxela izindatshana kwakha umdlandla nentokozo ngezincwadi kanye nokufunda nokufundiswa, okuzoba igugu uma sebekhulile.
Ukunezezela intokozo ngokufunda emagunjini okufunda, funa Izincwadi Ezinkulu zohlelo lokufunda i- Aweh! ne-Aitsa! – zilungele ukufunda ngokuhlanganyela emagunjini okufunda esiGaba esiyisiSekelo.
References
Department for Education and Skills. 2007. Letters and Sounds: Principles and practice of high-quality phonics. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf
Fisher, D & Frey, N. 2014. Speaking and listening in content area learning. The Reading Teacher, 68(1), 64-69 Available from: https://www.readingrockets.org/topics/comprehension/articles/speaking-and-listening-content-area-learning [Accessed: 19 February 2024].
Learning Point Associates. 2004. A closer look at the five essential components of effective reading instruction: A review of scientifically based reading research for teachers. Available from: https://files.eric.ed.gov/fulltext/ED512569.pdf [Accessed: 19 February 2024].
Pretorius, E. & Murray, S. 2019. Teaching reading comprehension. Cape Town: Oxford University Press Southern Africa.
Spencer, T.D. 2023. Oral storytelling is important for reading, writing and social wellbeing. Open Access Government, January 2023. Available from: https://openaccessgovernment.org/article/oral-storytelling-is-important-for-reading-writing-and-social-wellbeing-academic-language/148950/ [Accessed: 19 February 2024].
Stewart, L. 2021. The science of reading: Evidence for a new era of reading instruction. Available from: https://www.zaner-bloser.com/research/the-science-of-reading-evidence-for-a-new-era-of-reading-instruction.php [Accessed: 19 February 2024].
White, A. 2022. The role of stories in literacy development. The Education Hub. Available from: https://theeducationhub.org.nz/the-role-of-stories-in-literacy-development/#_edn1 [Accessed: 19 February 2024].
Yazıcı, E. & Bolay, H. 2017. Story based activities enhance literacy skills in preschool children. Universal Journal of Educational Research, 5(5): 815-823.Available from: https://eric.ed.gov/?id=EJ1143956 [Accessed: 19 February 2024].
