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


Some history of the Welsh Language includes: “Most European languages, including Welsh, evolved from a language that we now call Indo-European, which in turn developed into nine language groups, one of which was Celtic. The Celtic language also had its own family of languages, some of which died out over the centuries. Those that survived migrated from mainland Europe to the western islands of Britain and Ireland. Welsh may not be spoken as much as English, but it is actually the oldest language in Britain.

The passing of the 1536 and 1542 Acts of Union brought a significant change to the official use of Welsh. The purpose of the Acts of Union was to integrate Wales with England. Therefore, English became the official language of business in Wales. During this time it was not possible for any Welsh speaker to hold office in Wales without becoming fluent in English. Although the language was not officially banned, it lost all status because of these restrictions. Over the next four centuries, the use of the Welsh language in Wales steadily declined. The language would not be used as an official language again until the passing of the 1942 Welsh Courts Act, which permitted limited use of the language in the courts.” (Alison Kroulek, 2012).


The Welsh Language Act 1993 states:

“An Act to establish a Board having the function of promoting and facilitating the use of the Welsh language, to provide for the preparation by public bodies of schemes giving effect to the principle that in the conduct of public business and the administration of justice in Wales the English and Welsh languages should be treated on a basis of equality, to make further provision relating to the Welsh language, to repeal certain spent enactments relating to Wales, and for connected purposes. (21st October, 1993). (The Welsh Language Act (1993).
The Welsh Language Act 1993 explains to us that it was put in place to ensure that the Welsh language was to be just as equal as the English language.


Iaith Pawb 2003 states:
 
“The Welsh Assembly Government believes that the Welsh language is an integral part of our national identity. The Welsh language is an essential and enduring component in the history, culture and social fabric of our nation. We must respect that inheritance and work to ensure that it is not lost for future generations.”
“Our vision is a bold one and was set out in our policy statement on the Welsh language, Dyfodol Dwyieithog: A Bilingual Future published in July 2002. Our aspiration is expressed in the title of that document - a truly bilingual Wales, by which we mean a country where people can choose to live their lives through the medium of either or both Welsh or English and where the presence of the two languages is a source of pride and strength to us all.” (Iaith Pawb, 2003). The Iaith Pawb documentation sets out the policy that the Welsh Language was to be considered the ‘social fabric of our nation’, and that everyone was to co-inside with what the beliefs of the language was all about.  
The Foundation Phase Framework (2015) states:

“The Foundation Phase contributes to the Curriculum Cymreig by developing children’s
understanding of the cultural identity unique to Wales across all Areas of Learning through
an integrated approach. Children should appreciate the different languages, images, objects,
sounds and tastes that are integral in Wales today and gain a sense of belonging to Wales,
and understand the Welsh heritage, literature and arts as well as the language.

The Welsh Government is committed to developing and promoting the Welsh language.
All settings/schools will implement a Welsh language educational programme in the Foundation Phase for children three to seven years.” (The Foundation Phase Framework, 2015).

Successful Futures (2015) states:

“The role of multiple language learning is particularly important in Wales. Learning other languages introduces children and young people to other cultures. There is also evidence that successful learning of another language can influence the capacity to learn subsequent languages and may have wider cognitive benefits. The teaching and learning of Welsh is a priority for the Welsh Government. It forms a key element of this Area of Learning and Experience, with the intention that Welsh language will be compulsory to age 16.” (Donaldson, 2015).

I think it is clear to see that, through the timeline above that the Welsh Language has become far more important for learners through the years, than what it was 15-20 years ago. Previously, it was just stated that the Welsh Language was to be equal with the English Language, but as the years have gone on and the policies have been re-visited; it is clear to see that the Welsh Language is now of high importance within the curriculum. This just goes to show that the value of the Welsh Language has increased throughout the years and it is now a vital part of our school curriculum.

So how can we make the Welsh Language 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 Stages 3 and 4 enables them to be confident to use Welsh outside Welsh lessons and certainly not outside school.  The Review has accepted the case to retain the Welsh language as a compulsory part of the school curriculum 3–16, but there are clearly quality issues to be addressed if it is to be fully accepted by children and young people, their parents.

Some methods and activities that may help-

‘- Pupils are given opportunities to work in pairs and groups;



- Pupils are given clear instructions;



- A supportive atmosphere is provided, in which pupils are not afraid to try again and in which they feel able to ‘fail in safety’;



- A range of teaching strategies are used including music, role-play and drama, thereby encouraging active participation by the pupils;



- The pace is appropriate with plenty of opportunities for repetition and practice, but in as many different ways as possible to avoid any possibilities of boredom; the use of extensive visual stimuli, as well as objects to handle and make;





- A variety of activities are provided involving the use of rhymes, poems, games and puzzles.’

(Satchwell, P & de Silva, J (1995))





References

Alison Kroulek (2012): History of the welsh language, Found Online, Accessed at: https://www.k-international.com/blog/history-welsh-language/

Donaldson (2015): Successful Futures, Accessed Online at: file:///C:/Users/nevan/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales%20(2).pdf

Iaith Pawb (2003): Accessed Online at: https://www.valeofglamorgan.gov.uk/Documents/Living/Planning/Policy/LDP/Examination-Documents-2015/Iaith-Pawbe-A-National-Action-Plan-for-a-Bilingual-Wales-2003.pdf

The Foundation Phase Framework (2015): Accessed Online at: https://gov.wales/sites/default/files/publications/2018-02/foundation-phase-framework-revised-2015.pdf

The Welsh Language Act (1993) : Accessed Online at: https://www.legislation.gov.uk/ukpga/1993/38/pdfs/ukpga_19930038_en.pdf

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

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

 

 

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