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

When a child is deliberately exposed to an ever increasing variety of language in different contexts… a realistic chance of bilingualism exists.” (Colin Baker, 2011)

Donaldson (2015) highlighted in the government policy document successful futures that children and young people need to carry a strong sense of welsh identity as well as having strong rooted connections with their individual cultures. Donaldson’s review of the Foundation Phase produced findings in successful futures that recognised that already there is an emphasis in welsh schools on the importance of the Welsh language and culture.

In 2013, Estyn reported on the implementation of the Welsh language development Area of Learning and Experience (AOLE) within the foundation phase and found a general consensus that out of the majority of schools inspected during 2010-2012, most children make suitable progress in speaking and listening to Welsh in the Foundation Phase. The Estyn (2013) report also highlighted that children have a positive attitude towards learning Welsh and enjoy using welsh within the classroom,  emphasising the value welsh has to pupils. Hobsbawm and Ranger (1992) suggest that all children and young people living and being educated in Wales share common practices and should be entitled to have this experience reflected in the school curriculum; therefore, supporting the principles of Curriculum Cymraeg. This is reflected by Donaldson (2015) as the review affirms that subjects and disciplines should remain at the forefront of the curriculum within Areas of Learning and Experience; with welsh dimensions embedded appropriately.

Embedding welsh development into all Areas of Learning and Experiences enables all children and young people to be “ambitious, capable learners who can communicate effectively in different forms and settings, using both Welsh and English” (Donaldson 2015). The development of the welsh language and communication skills links closely with the purposes of the curriculum, demonstrating its value and importance. The new Languages, Literacy and Communication Area of learning and Experience “aims to provide the fundamental building blocks for different forms of communication, literacy and learning about language” (p.48). Donaldson (2015) suggests that recommended changes “will give opportunities to learn different languages, as well as both Welsh and English” (P.48). The value of welsh language within education is again highlighted in the report as it states “the role of multiple language learning is particularly important in Wales (p.48). In light of Professor Sioned Davies (2013) “The future of Welsh culture is wholly dependent on transmitting the language to our young people.” The Welsh Language Commissioner also identifies that the number of people who can effectively speak both English and Welsh within the working sector is disappointingly low. She emphasises that there is a desperate need for people who can speak minimal welsh; holding everyday conversations. Providing young people with these skills in primary education and portraying the importance of the welsh language at an early age can have valuable impacts later in life. It is crucial that practitioners take on board Donaldson’s recommendations in order to keep the welsh culture at the forefront of education in Wales and to increase the amount of people in Wales who can speak welsh.

It is evident from Murphy and Laugharne’s (2013) research that the value of the welsh language from a pupil’s perspective in primary education is important. The research carried out looked into children’s perceptions of national identity in Wales and findings highlighted that children between the ages 7 and 8 were able to identify themselves in regards to their national identity; Welsh was found to be the dominant culture.

From personal experience, within my time at placement it was evident that the welsh language was highly valued within education as the children enjoyed speaking welsh within the classroom and looked forward to learning new welsh words and phrases. The implementation of the welsh language started in nursery at my placement school evidencing its true value. The children used incidental welsh on a regular basis and practiced a morning welsh routine every day involving numbers, colours, shapes and family members. The repetition of the same routine enabled the younger children to familiarize themselves with the language and encouraged them to learn.  First of all, they would sing a song with ‘Flic and FLac’ and then ask a partner ‘What is the weather like today?" According to Colin Baker (1996) young children pick up languages so easily through play and concrete situations. Children would order their lunch in welsh and classroom commands would also be spoken in welsh. Each day a ‘helpur heddiw’ was selected to help the teacher with simple tasks around the classroom. The school also have an annual Eisteddfod which promotes and celebrates Welsh cultures and traditions. The Estyn report for the school states that the standards in welsh language development are good with nearly all pupils demonstrating that they are able to respond to instruction and use welsh words for colours and numbers naturally. The report also states that all are children are aware of the Welsh language and have positive attitudes towards learning to speak it. “Their awareness of being Welsh develops well.” This again highlights the value of the Welsh language in this particular educational setting. If this enthusiasm of learning welsh is reflected in the majority of schools throughout wales; the young people of wales will continue to portray welsh culture and identity.

To conclude, Donaldson (2015) states in his review that “more recently, the Welsh Government has shown its commitment to developing Wales as a bilingual nation through its Welsh Language Strategy. He pinpoints that the teaching and learning of Welsh is a priority within Wales (p.58). Despite Professor Davies (2013) advocating that learning welsh can be ‘…a very tedious experience’ for many children and that ‘…they do not regard the subject as being relevant or of any value to them’ it has been decided that the welsh language will remain a compulsory part of the school curriculum 3-16. This will have an immediate impact on the value of the welsh language in primary education as it is becoming an increasing priority.

References

Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Multilingual matters.

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

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

Hobsbawm, E., and T. Ranger (1992). The Invention of Tradition. Cambridge: Cambridge University Press.

Murphy, A., & Laugharne, J. (2013). Children's perceptions of national identity in Wales. Education 3-13, 41(2), 188-201.

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