Ukuqonda kothisha mayelana nokufundiswa kwekhono lokufunda ngokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu emabangeni asesigabeni sokuFunda okuQhubekayo nokuQeqesha Teachers’ understanding of teaching critical reading and reading comprehension using isiZulu literary texts in the Futher Education and Training phase

Abstract

 Lolu cwaningo luphenya ngokuqonda kothisha mayelana nokufundiswa kwekhono lokufunda ngokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu emabangeni asesigabeni sokuFunda okuQhubekayo nokuQeqesha. Ngokusebenzisa indlelakubuka yomhumusho kanye nezindlela zobunjalo botho, lolu cwaningo lukhiqize ulwazi ngezindlela zezinhlololwazi ezisakuhleleka, ukubukela othisha befundisa kanye nokuhlaziywa kwamadokhyumenti. Kulolu cwaningo kwalandelwa indlela yokuqoka ngenhloso othisha abafundisa imibhalo yesiZulu ulimi lwaseKhaya. Kwasetshenziswa isu lokuholela kokuthile; nohlaka lwemicabango kaPiaget (1983) kanye nekaVygotsky (1978) njengezinsizakuhlaziya okutholakele ocwaningweni. Injulalwazi kaPiaget (1983) ibalula ubumqoka bokuthuthukiswa kwengqondo yomfundi ukukwazi ukucabanga okufundwayo. Kanti-ke, injulalwazi kaVygotsky imayelana neqhaza lenhlalo kanye namasiko ekufundeni imibhalo. Indlela yokuhlaziya okutholakele ngezindikimba (thematic analysis) iye yaholela ekutheni kuhlaluke ukuthi othisha basasebenzisa indlela yendabuko yokufundisa ukuhluza isakhiwo kanye nohlaka kombhalo, nokwenza bangagxili ekuthuthukiseni amakhono elokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu. Le ndlela yokuhluza imibhalo igxilisa ukuthola ulwazi lombhalo kanye nezimpawu ezisobala.

This study sought to explore teachers’ understanding of teaching critical reading and reading comprehension using isiZulu literary texts in the FET phase. The intellectual piece adopted the interpretivist epistemological stance and employed qualitative research methods to generate data. Framed within the Vygotskian Social constructivism and Piaget’s Cognitive theories, the data were inferred through semi-structured interviews, lesson observations and document analysis. Selected purposively were the participants of the study to acquire the qualitative data on the teachig of isiZulu Home language literary texts in the FET phase. This study used an inductive approach to analyse data, and it is supported by the conceptual framework: Piaget’s cognitive development concept and Vygotsky’s social constructivism. Piaget (1983) emphasises cognitive developmental stages that learners undergo when reading literary texts and learning language skills. On the other hand, Vygotsky (1978) puts emphasis on the role that social and cultural aspects play in understanding the world during learning. Vygotsky highlights the role of the knowledgeable person (teacher, parents or peers) in facilitating the learning experience during learning. Findings show that teachers are using traditional methods of teaching literary texts. The traditional method focuses only on the structure and acquisition of textual information. The traditional method does not develop critical reading and comprehension because the literary text is viewed as a complete and factual piece. Traditional methods do not allow learners to create new meanings and interrogate authors' perspectives.