What is the value of the Welsh Language in Primary Education?

The Welsh Government (2012) identifies apart from Latin and Greek, the Welsh language has the oldest literature in Europe. Along with Latin, Welsh was the language of the law (King Hywel Dda 800-950). In 1536 the Act of Union made Wales officially part of England. However, it was perceived to affect the Welsh aspects and traditional cultural of Wales. Welsh then became the language of the home and chapel during the 1800s (Wales circular, 1953). Despite this Hodges (2012) emphasises that Welsh medium education was chosen for cultural reasons along with education reasons, economic reasons and personal reasons.

During the 1970’s there where concerns about the Welsh language due to the decline of Welsh speakers in the 1930s and 1940s. In 1951 the number of Welsh speakers had fallen to 28.9 per cent (from 36.8 per cent in 1931) (Griffith et al, 2006). Therefore, by the 1950s the Welsh Boards of Health and Education contained many welsh men which enabled local authorities to provide Welsh language education, which increased the number of Welsh speakers due to the Welsh language being taught within education (Richardson 2000).

In their review of literature (Edwards et al, 2011) discusses the 1988 Education Reform Act which led gradually to the Welsh language becoming a compulsory part of the school curriculum and, finally, the passing of a Welsh Language Act in 1993, which placed an onus on the public sector to treat Welsh and English equally. The government allowed local authorities to determine the language of educational instruction in their schools, but also gave parents the right to obtain exemption for their children under the 1944 Education Act.

The Welsh Government (2017) reinforces their view in the Welsh education action plan of how important it is to tackle the challenge of teaching Welsh within primary schools. They explain how by doing this it will work to generate and improve the education in Wales, while enabling the opportunity to ensure that the Welsh language is central to the ambitious and essential reforms. It is crucial that schools consistently implement the Welsh language across all aspects of teaching, as stated by the Welsh Government (2012) believing the more Welsh language spoken, the more accessible the language will be in everyday life. The Welsh education action plan (2017-21) also provides evidence stating that today, there are 420 primary schools delivering Welsh medium education to almost 67,000 learners across Wales, and 49 secondary schools delivering Welsh medium education to almost 35,000 learners. Therefore, the Welsh Government (2013) proposes significance of the Welsh language and emphasises the value and reputation of the language in Wales.

The Foundation Phase Framework provides an education programme with Welsh Language Development as an area of learning. The framework requirements are that during the foundation phase, children should learn to use and communicate in Welsh to their best ability. The Welsh Government (2015) emphasis that primarily both Welsh medium and bilingual schools that communicate both Welsh and English must apply and advance their current language policies. Important to encourage the Welsh language in schools were English is the main mode of communication, the school should affirm the children in foundation phase to communicate their needs in Welsh and should increasingly be exposed to Welsh. National Curriculum requirements for primary education in key stage 1 states, pupils should be taught to respond appropriately in simple and familiar circumstances in Welsh. Children should take part in simple activities, including dialogue and role- play activities while also working as individuals and in different sized groups. Children will develop skills in their Welsh ability to relate or sing welsh poems and songs, speak using correct pronunciation and appropriate intonation. Furthermore, Estyn (2013) supports this view point by emphasising that throughout the foundation phase children should be supported to learn and communicate in Welsh to their greatest ability. Displaying they are fully encouraged and exposed to the Welsh language.

Nonetheless, Donaldson (2015) redesigned the curriculum in Wales with ‘Languages, Literacy and Communication’ all with an area of learning and experience. Donaldson (2015) aims for the new curriculum were to emphasise the Welsh language in schools and provide fundamental development and allow children to have the opportunity to progress in different languages, within literacy and communication. Donaldson also states the importance of all children and young people being ambitious, capable learners ‘’Children should have a high level of competence in literacy in English and Welsh to explore and develop ideas using additional language’’ (Donaldson, 2015, p.49). Also, capable learners who can use digital technology creatively to communicate, find and analyse information, are questioning and enjoying solving problems. The Welsh language development area of learning in the foundation phase for 3 to 7- year- olds has also meant that children in English- medium settings and schools start to learn the Welsh language from the age of three. More, recently the Welsh Government has shown its commitment to developing Wales as a bilingual nation through its Welsh language strategy (Donaldson, 2015, p.58). Baker (1996) believes a child who hears one language for half an hour a day, particularity at the end of day when he or she is tired, is unlikely to grow competent in that language. When a child is deliberately exposed to an ever-increasing variety of language in different contexts… a realistic chance of bilingualism exists.

So how can primary schools promote the Welsh language and make the lesson engaging?

Professor Davies (2013) states that learning the language is ‘… a very tedious experience’ for large numbers of young people and that’… they do not regard the subject as being relevant or of any value to them’. Most children and young people do not feel that the current provision for learning Welsh at key stage 3 and 4 enables them to be confident to use Welsh outside Welsh lessons and certainly not outside school. Despite this there are many activities that can promote the engagement with learning and teaching Welsh which I found out first hand whilst studying in Cardiff Metropolitan University. I took part in a beginner’s class that taught basic Welsh words such as, the colours, days of the week and months, numbers and the alphabet. Even though, I have been taught Welsh in secondary and have a GCSE in Welsh language I still found it a very helpful and enjoyable class considering I forgot most of the basic words. Whilst attending the class I learnt how important it is to engage pupils with games such as bingo and role play which the children can learn from but also have fun at the same time. Satchwell and De Sliva (1995) agree with how certain methods and activities that work help with good practice such as when pupils are given a range of teaching strategies including music, role-play and drama, thereby encouraging active participation by the pupils. However, Satchwell (1997) insinuates that teachers must demonstrate interest within the Welsh language by showing energy, enthusiasm and a passion for the language, which will show effective teaching and learning for the pupils.

   

To conclude, I believe the Welsh language is vital for children to learn within primary education. Due to wanting to be a primary school teacher myself and knowing limited Welsh words I know when I apply for a job in Cardiff for teaching and someone else is fluent in Welsh they may accept them for the job due to being able to speak both Welsh and English. Donaldson (2015) also states how the Welsh Government is noticing the importance of Welsh speakers ‘’More recently the Welsh Government has shown its commitment to developing Wales as a bilingual nation through its Welsh Language Strategy’’.

References:

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’.

Edwards, A., Tanner, D., and Carlin, P. (2011) 'The Conservative Government and the development of Welsh Language policy in the 1980s and 1990s', The Historical Journal, 54(2), pp.529-551.

Estyn (2013) ‘Welsh language development in the Foundation Phase’. Estyn. (Accessed 8^th April 2018).

Griffith, G., Tanner, D., Williams, W., Griffith, P., and Edwards, A. (2006). ‘Devolutionist Tendencies in Wales’. Manchester, pp. 89-118.

Hodges, R. (2012) ‘International Journal of Bilingual Education and Bilingualism’. Volume 15- Issue 3.

Richardson, J. (2000). ‘Government, interest groups and policy change’, Political Studies, 48 pp.1006–25.

Satchwell, P. and De Sliva (1995) ‘Catching them young’. Young Pathfinder, CILT.

Wales circular 15, (1953). Reporting on The Central Advisory Council on Education (Wales) report, ‘The place of Welsh and English in the schools of Wales’, The National Archives (TNA), BD 24/178.

Welsh Government (2012). ‘A living language: a language for living’. Welsh Language Strategy 2012-17, Welsh Government.

Welsh Government (2015) ‘Curriculum for Wales: Foundation Phase Framework’. Welsh Government.

Welsh Government (2017-21). ‘Welsh in Education Action Plan’.  Available at: http://gov.wales/docs/dcells/publications/171212-welsh-in-education-action-plan-2017-21-en.pdf (Accessed 13th March 2018).

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