With
regards to Welsh – medium education and Welsh as a subject, the strategy of the
Welsh Government is that as from the ages of 3 to 16, pupils should study the
Welsh language as either their initial or additional language (Jones, 2016). It
was claimed, in 2016, approximately 16% of students attended Welsh – medium
schools and studied Welsh as a first language”. While an additional 10% of
pupils attended bilingual schools, placing significance on both the English and
Welsh language (Jones, 2016).
Touching
upon bilingualism, it has been assessed and estimated that half of the world’s
population either speaks two or more languages (Grosjean, 2010). Moreover, it
is suggested that the ability to communicate through two languages “provides bilingual
speakers with cognitive benefits over monolinguals” (Crivello, et al., 2016, p.121), specifically on
“flexibility and selective attention” (p.121). In continuation, The Welsh
Assembly Government (2010) recognises that the phrase ‘bilingual provision’ is
used to indicate a number of “teaching and learning settings” that incorporate
changeable “amounts of Welsh language in the delivery” (p.199, cited in Jones,
2017). With reference to education, bilingual schools can comprise of those
which a large amount of the curriculum is produced and provided through the
mode of Welsh, those of which Welsh – medium and English – medium stream (or
dual stream) schools are taught individually (Welsh Assembly Government, 2010),
furthermore those where only segments of the curriculum are taught through the
Welsh language (Welsh Assembly Government, 2010).
Saying
this, it is voiced that in the 2011 Census results expressed that there was a
significant decrease in the number of Welsh speakers essentially living in
Wales, from 562,000 to 20,000 down since 2001 (Shipton, 2017), displaying that
the government wants to change this, especially for the future. They declare,
they want to expand the delivery of Welsh – medium activities for children in
and around education, furthermore, increase their understanding and compassion
towards the value of the language (Welsh Government, 2017). The Welsh
Government wants their citizens to strengthen their opinions and views of the
Welsh language in the community as a whole (Welsh Government, 2017). This will
allow the Welsh community to be proud of their country and is a fundamental
element aimed at building more Welsh speakers for the future to come (Donaldson,
2015; Welsh Government, 2017).
Additionally,
The Foundation Phase Framework requires a statutory education programme with
Welsh Language Development as an area of learning. Primarily, both Welsh –
medium and bilingual schools that communicate in both Welsh and English must
apply and advance their current language policies (Welsh Government, 2015). In
those schools where English is the main mode of communication, the Welsh
language should never be pushed aside, meaning that children should
continuously be encouraged to develop this throughout the Foundation Phase
(Welsh Government, 2015). Similarly, it is evident that educators support their
students to strive for the best by making sure they learn to apply the Welsh
language in their conversations, in addition to listen and respond adequately,
using appropriate vocabulary and grammar in their delivery (Welsh Government,
2015). Displaying they are fully encouraged and exposed to the Welsh language.
Correspondingly,
Donaldson (2015) comprises ‘languages, literacy and communication’ as one of
his new curriculums areas of learning and experience. He believes that
“languages is an essence of thinking” (p.48) and is a way for integration. It
is about knowledge, thought and innovation. Through this curriculum, Donaldson
(2015) wants this area of learning and experience to provide fundamental
development and gives children the full opportunity to progress “competence in
different languages” (p.48), literacy and communication. Learners are able to
become ‘ambitious, capable learners by “having a high level of competence in
literacy in English and Welsh; using and understanding increasingly abstract
language to explore and develop ideas; learning to use additional language
(Donaldson, 2015, p.49).
With
regards to my involvement with the Welsh language, at Cardiff Metropolitan
University I took part in a beginner’s Welsh learning class. I found this
session to be extremely engaging as I am new to the Welsh language. We learnt
the alphabet, days of the week, months, numbers, colours and more through games
such as bingo, ping pong, and splat, role-plays, and finally, using the Smartboard
to visually see what we were learning, interactively. Hunton (2015) disputes
that to improve “students’ performances in the classroom involves conducting a
combination of activities that keep them motivated and engaged throughout”
(p.4). He believes that through activity children are repeating, as well as
practicing the vocabulary they are learning, together with the educator,
nevertheless are genuinely enjoying themselves in doing so (Hunton, 2015).
To
conclude, the Welsh language should be valued in Primary Education and as a
whole throughout Wales. Students should be privileged to be able to speak Welsh
and should not be seen as a rule (Estyn, 2014). While it is essential for children
to work hard and succeed, teacher’s need to be able to “inspire, engage, support and
promote students’ learning” (Hunton, 2015, p.7) and this will certainly
motivate children to learn, especially languages.
Reference
List:
Crivello,
C., Kuzyk, O., Rodrigues, M., Friend, M., Zesiger, P, and Poulin-Dubois, D. (2016) “The effects of
bilingual growth on toddlers’ executive function”, Journal of Experimental Child Psychology, 141, pp.121-132.
Donaldson,
G. (2015) Successful Futures: Independent
Review of Curriculum and Assessment Arrangements in Wales.
Estyn.
(2014) Promoting the Welsh language.
Availabe at:
https://www.estyn.gov.wales/effective-practice/promoting-welsh-language
(Accessed: 8 April 2018).
Grosjean,
F. (2010) Bilingual: Life and reality.
Cambridge, MA: Harvard University Press.
Hunton,
J. (2015). “Fun Learning Activities for Modern Foreign Languages: A
complete toolkit for ensuring engagement, progress and achievement”. Crown House Publishing.
Jones,
B. (2017) “Translanguaging in Bilingual Schools in Wales, Journal of Language”,
Identity & Education, 16(4), pp.199-215.
Jones, M. (2016) Welsh - medium education and Welsh
as a subject. National Assembly for Wales. Available at:
http://www.assembly.wales/research%20documents/rs16-048/16-048-english-web.pdf
(Accessed: 8 April 2018).
Shipton, M. (2017) The Welsh Government wants to
increase the numbers of Welsh speakers by one million and wants your help.
walesonline. Available at: https://www.walesonline.co.uk/news/politics/welsh-government-wants-increase-number-13316213
(Accessed: 8 April 2018)
Welsh
Assembly Government. (2010) Welsh-medium
education strategy Cardiff, Wales: Welsh Assembly Government.
Welsh
Government. (2015) Curriculum for Wales:
Foundation Phase Framework. Welsh Government.
Hi Maddy,
ReplyDeleteI enjoyed reading your informative post, in particular the reference you made to bilingualism.
In regards to the welsh language and welsh identity; from your placement experience within a welsh school what are your thoughts on welsh identity within education?
- Does the school in which you carried out your placement ensure incidental welsh is used on a regular basis to encourage the use of the welsh language?
- Are welsh traditions such as St Davids Day and Eisteddfod carried out to ensure children are aware of the welsh culture and identity?
Although it could be argued these traditions do not affect a child's academic process; I personally believe children should practice such traditions in order to learn about the Welsh culture, understand the country in which we live and most importantly keep the language and culture alive. I believe that understanding cultural perspectives allows for diversity within a classroom and enables children to become "informed citizens" and "well-rounded individuals" (Donaldson, 2015).
You stated that the "2011 Census results expressed that there was a significant decrease in the number of Welsh speakers essentially living in Wales, from 562,000 to 20,000 down since 2001 (Shipton, 2017)." It is sad to see these figures decreasing and these statistics suggest that school's within Wales may not be doing all that they can in promoting the welsh language within education. Hopefully, following implementation of the new curriculum and the recommendations made by Donaldson we will see improvements in the attitude towards the welsh language within primary education. It has also been decided that for the 3-16 school curriculum, the welsh language will be compulsory. This decision, in time, will hopefully have a beneficial affect on the amounts of people accessing the welsh language within Wales and the Welsh culture and identity as a whole.
Take a look at my blog for my thoughts on the value of the Welsh language within education. An interesting piece of research I came across during my research included Murphy, A., & Laugharne, J. (2013). Children's perceptions of national identity in Wales. Education 3-13, 41(2), 188-201. The study carried out looks into the children's perceptions of welsh identity; which is always interesting finding out different perspectives!
Thanks,
Rachael
References
Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales
Murphy, A., & Laugharne, J. (2013). Children's perceptions of national identity in Wales. Education 3-13, 41(2), 188-201.
Shipton, M. (2017) The Welsh Government wants to increase the numbers of Welsh speakers by one million and wants your help. walesonline. Available at: https://www.walesonline.co.uk/news/politics/welsh-government-wants-increase-number-13316213 (Accessed: 8 April 2018)
Hi Rachael, thanks for your question and comment! Hope you enjoyed reading my blog post!
ReplyDeleteAs I do not speak Welsh, and cannot communicate through the Welsh medium, before this blog I did not realise the importance of Welsh as an identity. However, through research conducted and collected I have come to see how bilingual Wales really is and that children should excel in the Welsh-medium to be able to grow up to be informed citizens (Donaldson, 2015). Conforming with what you mentioned, it is very sad to see that statistics have decreased with regards to Welsh speakers, especially in 2017 (Shipton, 2017).
With regards to your questions about my placement experience and Welsh identity, the school I attend is an EAL, English as an Additional Language school meaning that both English, more so Welsh are new languages for a majority of the children attending. However, being a school here in Wales, educators do emphasise the Welsh language in their everyday school routine which is extremely rewarding to see. The school that I conducted my placement in did use incidental Welsh, as they would call out the registers and dinner lunches out in Welsh. Similarly, throughout the school day the teachers would try their best to have Welsh conversations with the children, helping them through words and phrases they may have struggled with, repeating them, and through this they were learning, as well as engaging (Hunton, 2015).
Additionally, every Friday break time, the school would conduct an appraisal assembly where they would award certificates to those children who have really shorn throughout the week and have really excelled in their work! These assemblies would be delivered in both Welsh and English. As well as this, every week they would perform different songs, some in English, some in Welsh, and though these activities the children would get themselves involved!
With regards to Welsh tradition, celebrations such as St Davids Day and Eisteddfod were carried out. As I have less knowledge concerning these traditions than the children, I would ask them to explain what these days entailed This really displayed that they did have background knowledge on them, and brought out their Welsh culture and identity to light. It reflected upon their competence, as well as developing into informed citizens for the future (Donaldson, 2015).
Lastly, as mentioned in the conclusion, of my blog post, Estyn (2014) argue that children and young people should feel privileged to speak Welsh and should never be seen as a rule.
Thank you for your question Rachael!
Hi Maddy,
ReplyDeleteThank you for your reply.
It is nice to hear that the school in which you carried out your placement find value in the welsh language and implement it into education where possible. I particularly like how welsh cultural traditions were carried out immediately linking to the purposes of the new curriculum (Donaldson, 2015).