What is the value of the Welsh language in primary education?

The Welsh Government (2012) states that after excluding Latin and Greek, the Welsh Language has the eldest literature in Europe. In 1536, the Act of Union made Wales formally part of England (Welsh Government, 2013). However, Williams (2008) suggests that this affected traditional, unique aspects of the Welsh culture. Alternatively, Hodges (2012) proclaims that parents and guardians in Wales have the opportunity to enrol their children into a Welsh medium primary school. As a result, pupils who attend these schools, embrace, experience and study the welsh culture as well as advancing their fluency in the Welsh language (Hodges, 2012).

Correspondingly, Rhys and Thomas (2013) reinforce their passion for Wales becoming a sincerely bilingual nation, where individuals have the choice to live their lives through the medium of Welsh or English. Therefore, the existence of both these languages, is a noticeable element of pride to us all (Rhys and Thomas, 2013). However, it is crucial that schools consistently implement the welsh language across all aspects of teaching, as the Welsh Government (2012) believes the more the welsh language is spoken, the more likely it will become an accessible everyday language in Wales. Therefore, the Welsh Government (2013) proposes the significance of policies and Welsh language strategies emphasising the value and reputation of the language in Wales.

In addition, Estyn (2013) emphasises that throughout the foundation phase children should, be advised and supported to, learn to apply and communicate in Welsh to the greatest of their ability. However, in order for children to progress their development of the Welsh language, Wallace and Rogers (2001) advise that primary schools must provide learning environments where children can listen to Welsh being spoken and respond suitably in these situations. Consequently, Williams (2002) identifies that practitioners have a duty of encouraging children to collaborate their needs in Welsh, as they should be progressively exposed to the language. For instance, applying captivating, visual displays in classroom’s including basic Welsh vocabulary and labels in the setting, for children to use (Williams, 2002). As a result, Martin (1995) acknowledges that pupils are likely to develop skills through communicating in gratifying, hands-on activities, that enhance children’s current knowledge and experiences in inspiring learning environments.

Likewise, Donaldson (2015) has redesigned the curriculum in Wales, with an area of learning and experience devoted to ‘languages, literacy and communication.’ Donaldson’s (2015) aim is to extend the emphasis on the Welsh language, so children appreciate it as a contemporary style of communicating, oppose to just studying a subject. In association, with the Education Reform Act 1988, primary schools value the Welsh language as it is made compulsory for all pupils to study, which recognises the Welsh Government (2013) displaying their commitment to developing Wales as a bilingual nation. Nonetheless, Donaldson (2015) highlights this encountering a core aim of the curriculum, for pupils to become ‘ambitious, capable learners,’ who construct knowledge and devise skills to apply Welsh in real-life contexts. Although the Welsh Government (2013) suggest that learning the welsh language can be seen as an incredibly monotonous experience for pupils. Hence, the Welsh Government (2013) declares that most pupils do not respect or identify the subjects value, neither do they believe in the present delivery for learning Welsh, as it does not help them develop confidence to apply Welsh outside of lessons, or even school.

So, how can primary schools make Welsh lessons more engaging? 

In Cardiff Metropolitan University I participated in an engaging session, learning welsh with my peers. This included a game of bingo, songs, drama (role play) and using the interactive whiteboard. I found these activities engaging, and Satchwell and Silva (1995) state that activities like these, provide effective practice amongst supportive and fun atmospheres, where children do not feel pressurised or afraid to persevere when making mistakes. Therefore, these activities can be held at an appropriate pace for children to keep up with, whilst conveying opportunities for repetition and practice, in diverse approaches (Satchwell and Silva, 1995). However, Satchwell (1997) insinuates that teachers must demonstrate energy, enthusiasm and a passion for the language, to accomplish effective teaching and avoid children feeling disengaged. Also, schools should select interesting use of audio and visual stimuli, together with interesting topics, books and videos to engage with as a whole class, in groups and individually (Williams, 2008).

Regardless, Baker (1996) upholds children’s capability of incidentally learning a language, through authentic contexts and play. Correspondingly, Baker (1996) and Hodges (2012) advocate that learning Welsh incidentally, helps the language become a natural part of class activity, which carries intrinsic value and communicative purpose to learning Welsh, in primary school environments.

In conclusion, the Welsh language is valued in most primary schools across Wales and Donaldson (2015) has adapted the curriculum to include ‘language, literacy and communication’ as an area of learning and experience. The Welsh Government (2013) suggests this allows children to build on the knowledge and understanding they already have and progress their development in Welsh, through real-life contexts. However, the Welsh Government (2012) identifies a substantial shortage of employed individuals who are able to work effectively in both English and Welsh, particularly in tourism, health and social care. Similarly, Hodges (2012) reinforces the value of people who can maintain everyday conversations in Welsh when communicating with customers. Therefore, Satchwell (1997) states that practitioners do not have to be language specialists, to teach children effectively. Although, teachers must consistently display a passion and confidence in themselves, to create a positive ethos for teaching and learning the Welsh language (Williams, 2008). Martin (1995) identifies a simple way for this to occur, is offering regular praise and encouragement towards children’s progression e.g. handing out certificates and rewards.

Reference List

Baker, C. (1996) 2^nd Edition Foundations of Bilingual Education and Bilingualism: London; Multilingual Matters

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales

Estyn (2013) Welsh language development in the Foundation Phase. Estyn.

Hodges, R. (2012). Welsh-Medium Education and Parental Incentives--The Case of the Rhymni Valley, Caerffili. International Journal of Bilingual Education and Bilingualism, 15(3), 355-373.

Martin, C. (1995) Games & fun activities, Young Pathfinder, CILT

Rhys, M. & Thomas, E. (2013). Bilingual Welsh-English Children's Acquisition of Vocabulary and Reading: Implications for Bilingual Education. International Journal of Bilingual Education and Bilingualism, 16(6), 633-656.

Satchwell, P. (1997) Keep Talking, Young Pathfinder, CILT

Satchwell, P. & de Silva. (1995) Catching them young, Young Pathfinder, CILT

Wallace, M & Rogers, G. (2001). Potentially Aspiring Headteachers in Small Welsh Primary Schools: Education Professional that Policy Makers Forgot? School Leadership & Management, 21(4), 441-61.

Welsh Government. (2012) A living language: a language for living – Welsh Language Strategy 2012–17 Welsh Government.

Welsh Government. (2013) One language for all: Review of Welsh second language at Key Stages 3 and 4 – Report and recommendations Welsh Government.

Williams, C. (2002) Using Language Games to Develop Oracy, CBAC/WJEC

Williams, R. (2008). Welsh for All: Experiments in Bilingual Teaching in the Interwar Years.