PhD (Xitsonga) / MER Mathivha Centre for African Languages, Arts and Culture / Ku va tiko ra Afrika-Dzonga ri simekile mfumo wa xidemokirasi hi 1994 swi vile mhaka yo saseka na ku va ndzhuti wa Vantima wu vuyiseriwa evutshan’wini bya wona. Mfumo wa xidimokirasi wu katsa na timhaka ta ndzingano wa tindzimi. Ndzavisiso lowu wu kanerile timfanelo ta tindzimi ni matimba ya tindzimi tin’wana hi ku langutisa ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Ndzavisiso lowu wu tirhisile maendlelo ya nongonoko wa swivutiso ku hlengeleta mahungu ya nkoka. Lawa i maendlelo ya swivutiso yo tsala kunene. Hi maendlelo lawa machudeni yo ringana makumembirhi lawa ya endlaka lembe ro hetelela ra Xitsonga na lama endlaka masitasi ya Xitsonga eyunivhesiti yin’we eAfrika-Dzonga va nyikiwile maphepha ya swivutiso kutani va hlamula hi ku tsala. Mulavisisi u kotile ku kuma mahungu eka machudeni mayelana na mavonelo ya vona ya ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Eka ndzavisiso lowu maendlelo ya nkoka na wona ma tirhisiwile. Wonaya tirhisiwile ku kombisa mavonelo ya vatekaxiave hi ku ya tlhantlha na ku ya hlamusela hi ku enta.Maendlelo ya nxopaxopo wa switsariwa ya tirhisiwile. Hi maendlelo lawa mulavisisi u anamisile miehleketo ya yena hi ku hlaya tibuku, tipholisi na milawu leyi khumbaka timhaka ta ririmi. Ndzavisiso lowu wu tirhisile thiyori ya ‘the universality and relativity of human rights, leyi yi boxaka leswaku timfanelo ta munhu hi leti munhu a nga na tona hikuva munhu i munhu. Hi ku kongomisa, timfanelo ta munhu i masungusungu ya vumunhu. Ndzavisiso lowu i wa nkoka hikuva wu ta endla leswaku vavulavuri va tindzimi leti nga na matimba lamatsongo va tiva timfanelo ta vona.Tlhandlakambirhi, vavulavuri va tindzimi leti nga na matimba lamatsongo na vona va ta titwa leswaku ririmi ra vona i ra nkoka exikarhi ka tiko ra tindziminyingi. Hi nga dlayiseta hi ku vula leswaku vavulavuri va Xitsonga hi ku kongomisa eka ndzavisiso lowu, va ta kota ku swi vona leswaku na vona va na lunghelo mayelana na vukorhokeri na nhluvukiso wa ririmi ra vona. / NRF

Summaries in English, Xitsonga and Afrikaans / Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom. / Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu. / Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word. / Linguistics and Modern Languages / Ph. D. (Languages, Linguistics and Literature)