Ukwakhiwa kwemibhalo kusetyenziswa izixhobo zolwimi: Ulwazi lolwimi kootitshala nakubafundi abaqeqeshelwa ubutitshla

Ubuchule bokubhala isiXhosa njengolwimi lokufunda nokufundisa kufuna isakhono esilolwe kakuhle, kwabo basisebenzisayo. Xa kubhalwa isiXhosa kuphendulwa imibuzo okanye kubhalwa imibhalo exoxayo, echazayo njalo njalo, iba sisakhono esinzima kakhulu kubafundi. Oku kubanzima kakhulu xa kulindeleke ukuba umfundi abhale umbhalo ochubekileyo, noyondeleleneyo unika intsingiselo ngalo nto umfundi athetha ngayo. Ukwaleka, ukubhala isiXhosa nezinye iilwimi zesiNtu kubaluleke kakhulu, ingakumbi kule mihla apho isiXhosa sinakho ukusetyenziswa njengolwimi lokufunda nokufundisa. Ingxaki ethande ukuvela kumaziko emfundo ephakamileyo ingakumbi kumaSebe elwimi zesiNtu kunye nalawo aqeqesha ootitshala abaza kufundisa ngezi lwimi (isiXhosa) kukuba abafundi aba bantetho isisiXhosa abakwazi ukubhala ngesiXhosa. Kuphando olwenziwe ngokuthi kuphononongwe imibhalo yabafundi abakunyaka wesithathu nowesine, kufunyenwe ukuba eneneni ukubhala ngumngeni kakhulu kubo. Abafundi bayabetheka kakhulu ukwakha izivakalisi, bethobela imigaqo yegrama efana nezivumelanisi zentlonko/zenjongosenzi, ukwakhiwa kwezivakalisi ngokwemigaqo yokubhala kuyasilela kakhulu kubafundi. Eli phepha liza kunika iziphumo zoluphando, ligxile ngakumbi kwigrama nemibhalo emide. Eli phepha likwajolise ukongeza kumsebenzi osele wenziwe ukuphuhlisa ukubhalwa kwesiXhosa, ngokuthi linike abafundi abaqeqeshelwa ubutitshala ulwazi lolwimi. Emva koko liza kunika izindulululo ezinokusetyenziswa ukufundisa abafundi abantetho isisiXhosa ukubhala ngononophelo.ABSTRACT Writing isiXhosa as a language of learning and teaching requires a sharpened skill to those who are writing in the language. It is been clear that the students struggle to write in isiXhosa when they are either answering questions of writing expositional academic work. Thus, it become difficult when the students are expected to write cohesively, and with meaning. Additionally, to write in isiXhosa is vital these days especially where isiXhosa like other African languages can be used as languages of learning and teaching. The identified persisting problem from the institutions of higher learning, in particular African languages and teacher educations faculties with isiXhosa is that the preservice isiXhosa speaking students are not able to write in isiXhosa. This paper looked at the assignments produced by preservice teachers of isiXhosa both in 3rd and 4th years of the B.Ed programme. The study found that the preservice isiXhosa speaking students’ writing is not good at all. The students struggle to write in isiXhosa taking into account the grammar rules (morphemes) such as subject or object concords, sentence constructions with cohesion. This papers presents the results of the study done among the preservice teachers, where they have produced long essays in their modules. Furthermore, it looks at the work that has been done in isiXhosa to understand writing as a skill. Finaly the papers provides recommendations pertaining to teacher training, where there are preservice teachers being trained to teach isiXhosa.