{"id":116,"date":"2022-02-07T09:31:27","date_gmt":"2022-02-07T09:31:27","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/erc\/?p=116"},"modified":"2022-02-11T09:02:08","modified_gmt":"2022-02-11T09:02:08","slug":"one-of-the-million-developing-welsh-language-skills-amongst-ite-students-un-or-filiwn-datblygu-sgiliau-cymraeg-ymhlith-myfyrwyr-aga","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/2022\/02\/07\/one-of-the-million-developing-welsh-language-skills-amongst-ite-students-un-or-filiwn-datblygu-sgiliau-cymraeg-ymhlith-myfyrwyr-aga\/","title":{"rendered":"One of the million: developing Welsh language skills amongst ITE students"},"content":{"rendered":"

by Dr Nia Cole Jones , Welsh Curriculum Tutor and Co-ordinator<\/em><\/p>\n

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It\u2019s now over a year since we launched our fully bilingual PGCE in Wales. The challenges and rewards of offering a pan-Wales programme that offers future teachers the opportunity to study and work through the medium of Welsh, English or both have been numerous. The\u00a0government requirement for all\u00a0Initial Teacher Education Students across Wales\u00a0to engage with Welsh language development and to map themselves on a linguistic skills framework<\/a>,\u00a0 similar to the Common European Framework for Reference, is an essential component of our ITE provision.\u00a0 This is also a key component of the government\u2019s Welsh 2050 strategy<\/a>\u00a0to develop a million Welsh-speakers by 2050 and\u00a0its\u00a0more recent action plan for 2021- 2016 where there is a clear focus on the lifelong learning of Welsh from Early Years, strengthening Welsh medium education, addressing the deficit of teachers who are able to teach through the medium of Welsh and Welsh as a subject, and improving the linguistic skills of the education workforce to meet the needs of their regions<\/a>.<\/p>\n

Therefore, there are increased expectations on ITE students to improve and teach Welsh language skills but there is limited research into students\u2019 readiness to meet these requirements\u00a0e.g.,\u00a0their knowledge, understanding, perceptions and attitudes.\u00a0\u00a0An interesting challenge is how to encourage all student teachers, regardless of their skills, to have a positive attitude towards improving their Welsh skills and that they foster a love for the language in their pupils. How can we ensure that students approach this aspect of their training with a positive attitude and as a way of deepening their connection with the language and land, to be able to offer their pupils a richer experience of education?<\/p>\n

As the Welsh Language Curriculum Tutor and Co-ordinator, I will be assessing the impact of the requirement to develop and map their Welsh language skills on our student teachers. Do they feel positively about the language when they graduate? What impact has using Welsh in the classroom had on their pupils? Anecdotal evidence from our students so far has raised a number of interesting questions, e.g. how can we ensure that those entering the programme as non-Welsh speakers don\u2019t feel that this will impact on their ability to be effective developers of their pupils\u2019 skills? Which tools do they need to have to be able to do this effectively? How can we ensure that non-Welsh speakers feel that they will not be judged more harshly when they map their lower-level skills on the framework? The OU is in a unique position in Wales as it is the only provider who offers the PGCE qualification pan-Wales and is also the only provider to offer both a\u00a0salaried\u00a0and part-time route.\u00a0The OU can therefore\u00a0explore the attitudes of students across Wales and from numerous different backgrounds, considering\u00a0geographical differences,\u00a0differences across Welsh-medium and English-medium sectors and secondary and primary sectors.\u00a0The\u00a0slightly older\u00a0age profile of our students also allows us to see whether there are any differences in attitudes between age ranges\u00a0e.g.,\u00a0with those students who attended schools before Welsh second language GCSE became compulsory.<\/p>\n

Language awareness is not always a part of the school curriculum; therefore students might not have an understanding of why the Welsh language would be important to them or their pupils. A key element of the ITE programme is language awareness sessions at the beginning of each module. \u00a0These sessions are an opportunity to explore how the Welsh language has developed over time, specific events and legislation that have impacted upon it and Welsh in contemporary Wales and so go beyond linguistic skills and towards cultural competence. One focus of our research is to assess attitudes towards the Welsh language both before and after these sessions to investigate any changes in our student teachers\u2019 perceptions. Do students identify with the culture of the Welsh language, and value the language and its culture on micro, meso and macro levels? This could be a key factor in identifying the provision we need to shape for our students in order to ensure that they can be agents of change who foster a love for the Welsh language in all schools in Wales.\u00a0 \u00a0\u2018Cenedl heb iaith, cenedl heb galon\u2019: \u2018A nation without language is nation without a heart\u2019. How can we ensure that the Welsh language is at the heart of our ITE provision, and in the hearts of all our learners?<\/p>\n

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\u00a0Dr Nia Cole Jones\u00a0 is Welsh Curriculum Tutor and Co-ordinator for PGCE Wales<\/em><\/p>\n

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Un o\u2019r filiwn: datblygu sgiliau Cymraeg ymhlith myfyrwyr AGA<\/strong><\/h2>\n

Mae dros flwyddyn bellach ers i ni lansio ein TAR gwbl ddwyieithog yng Nghymru. Mae\u2019r heriau a\u2019r gwobrau o gynnig rhaglen ar draws Cymru gyfan, sy\u2019n cynnig cyfle i athrawon y dyfodol astudio a gweithio drwy gyfrwng y Gymraeg, y Saesneg neu\u2019r ddwy iaith wedi bod yn niferus. Gofyniad y llywodraeth yw bod holl fyfyrwyr Addysg Gychwynnol Athrawon ledled Cymru yn datblygu eu Cymraeg ac yn eu mapio eu hunain ar fframwaith sgiliau ieithyddol, fframwaith-cymwyseddau-iaith-gymraeg-ymarferwyr-addysg.pdf (llyw.cymru)<\/a>, tebyg i Fframwaith Cyfeirio<\/em>\u00a0Cyffredin\u00a0Ewrop<\/em>\u00a0ar gyfer\u00a0Ieithoedd<\/em>\u00a0(CEFR). Ymgorfforir hyn yn elfen hanfodol o\u2019n darpariaeth AGA ac mae hefyd yn rhan allweddol o strategaeth Cymraeg 2050 y llywodraeth Cymraeg 2050: Miliwn o siaradwyr (llyw.cymru)<\/a> i greu miliwn o siaradwyr erbyn 2050, a\u2019i chynllun gweithredu mwy diweddar ar gyfer 2021-2016. Rhoddir ffocws clir ar ddysgu\u2019r Gymraeg drwy gydol oes, o\u2019r Blynyddoedd Cynnar, cryfhau addysg cyfrwng Cymraeg, mynd i\u2019r afael \u00e2\u2019r diffyg athrawon a all addysgu drwy gyfrwng y Gymraeg a\u2019r Gymraeg fel pwnc, a gwella sgiliau ieithyddol y gweithlu addysg i ddiwallu anghenion eu rhanbarthau. Cymraeg 2050: ein cynllun ar gyfer 2021 i 2026 [HTML] | LLYW.CYMRU<\/a><\/p>\n

Gwelir, felly, fod disgwyliadau uwch ar fyfyrwyr AGA i wella eu sgiliau Cymraeg a\u2019u sgiliau addysgu iaith ond prin yw\u2019r ymchwil i barodrwydd myfyrwyr i fodloni\u2019r gofynion hyn e.e. eu gwybodaeth, eu dealltwriaeth, eu canfyddiadau a’u hagweddau. Her ddiddorol yw sut i annog pob athro dan hyfforddiant, beth bynnag fo\u2019i sgiliau, i fod ag agwedd gadarnhaol at wella ei sgiliau Cymraeg a meithrin cariad at yr iaith yn ei ddisgyblion. Sut y gallwn sicrhau bod myfyrwyr yn ymdrin \u00e2\u2019r elfen hon o\u2019u hyfforddiant ag agwedd gadarnhaol ac yn ei hystyried yn ffordd o ddyfnhau eu cysylltiad \u00e2\u2019r iaith a\u2019r tir, er mwyn gallu cynnig profiad addysg gyfoethocach i\u2019w disgyblion?<\/p>\n

Yn fy r\u00f4l fel Tiwtor Cwricwlwm a Chydlynydd y Gymraeg, byddaf yn asesu effaith y gofyniad i ddatblygu a mapio eu sgiliau Cymraeg ar ein hathrawon dan hyfforddiant. Ydyn nhw’n teimlo’n gadarnhaol at yr iaith ar \u00f4l graddio? Pa effaith mae defnyddio\u2019r Gymraeg yn y dosbarth wedi\u2019i chael ar eu disgyblion? Mae tystiolaeth anecdotaidd gan ein myfyrwyr hyd yma wedi codi nifer o gwestiynau diddorol, e.e. sut y gallwn sicrhau nad yw\u2019r rhai sy\u2019n ymuno \u00e2\u2019r rhaglen yn ddi-Gymraeg yn teimlo y bydd hyn yn effeithio ar eu gallu i ddatblygu sgiliau ieithyddol eu disgyblion yn effeithiol? Pa arfau sydd eu hangen arnynt i allu gwneud hyn yn effeithiol? Sut y gallwn sicrhau bod y di-Gymraeg yn teimlo na fyddant yn cael eu barnu\u2019n llymach pan fyddant yn mapio eu sgiliau lefel is ar y fframwaith? Mae\u2019r Brifysgol Agored mewn sefyllfa unigryw yng Nghymru gan mai dyma\u2019r unig ddarparwr sy\u2019n cynnig y cymhwyster TAR ledled Cymru a\u2019r unig ddarparwr hefyd i gynnig llwybr cyflogedig a rhan-amser. Gall y Brifysgol Agored felly archwilio agweddau myfyrwyr ledled Cymru ac o gefndiroedd amrywiol, gan ystyried: gwahaniaethau daearyddol, gwahaniaethau ar draws sectorau cyfrwng Cymraeg a chyfrwng Saesneg a\u2019r sectorau uwchradd a chynradd. Mae proffil oedran ychydig yn h\u0177n ein myfyrwyr hefyd yn ein galluogi i weld a oes unrhyw wahaniaethau mewn agweddau rhwng ystodau oedran e.e. y myfyrwyr hynny a fynychodd ysgolion cyn i TGAU Cymraeg ail iaith ddod yn orfodol.<\/p>\n

Nid yw ymwybyddiaeth iaith bob amser yn rhan o gwricwlwm yr ysgol, felly efallai na fydd myfyrwyr yn deall pam y byddai\u2019r Gymraeg yn bwysig iddynt hwy neu i\u2019w disgyblion. Elfen allweddol o\u2019r rhaglen AGA yw darparu sesiynau ymwybyddiaeth iaith ar ddechrau pob modiwl. Mae\u2019r sesiynau hyn yn gyfle i archwilio sut mae\u2019r Gymraeg wedi datblygu dros amser, digwyddiadau penodol a deddfwriaeth sydd wedi effeithio arni a\u2019r Gymraeg yn y Gymru gyfoes, felly \u00e2nt y tu hwnt i ddatblygu sgiliau ieithyddol a thuag at ddatblygu cymhwysedd diwylliannol. Un ffocws sydd gan ein hymchwil yw asesu agweddau tuag at y Gymraeg cyn ac ar \u00f4l y sesiynau hyn er mwyn ymchwilio i unrhyw newidiadau yng nghanfyddiadau ein hathrawon dan hyfforddiant. Ydynt yn uniaethu \u00e2 diwylliant y Gymraeg, ac yn gweld gwerth i\u2019r Gymraeg a\u2019i diwylliant ar lefelau micro, meso a macro? Gallai hyn fod yn ffactor allweddol wrth adnabod y ddarpariaeth sydd angen i ni ei llunio ar gyfer ein myfyrwyr er mwyn sicrhau y gall pob un fod yn gyfrwng newid sy\u2019n meithrin cariad at y Gymraeg yn holl ysgolion Cymru. \u2018Cenedl heb iaith, cenedl heb galon\u2019. Sut y gallwn ni sicrhau bod y Gymraeg wrth wraidd ein darpariaeth AGA, ac yng nghalonnau ein holl ddysgwyr?<\/p>\n","protected":false},"excerpt":{"rendered":"

by Dr Nia Cole Jones , Welsh Curriculum Tutor and Co-ordinator It\u2019s now over a year since we launched our fully bilingual PGCE in Wales. The challenges and rewards of offering a pan-Wales programme that offers future teachers the opportunity to study and work through the medium of Welsh, English or both have been numerous. … Continue reading One of the million: developing Welsh language skills amongst ITE students<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-116","post","type-post","status-publish","format-standard","hentry","category-uncategorised"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/posts\/116","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/comments?post=116"}],"version-history":[{"count":3,"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/posts\/116\/revisions"}],"predecessor-version":[{"id":121,"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/posts\/116\/revisions\/121"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/media?parent=116"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/categories?post=116"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/erc\/index.php\/wp-json\/wp\/v2\/tags?post=116"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}