The value of Welsh language in Primary education
All schools in Wales must teach welsh in the curriculum as it is compulsory.
Welsh is one of the oldest languages in Europe apart from Latin and Greek. Welsh was the language of the law along with Latin (King Hywel Dda880 - 950). The Welsh language is potentially up to 4,000 years old and up to 1850, 90% of the population spoke Welsh, however since the last count only 23% of the population now speak Welsh. (Jacob, 2017).Throughout a child’s education, they can learn Welsh and become fluent in the language.(Baker, 2004) expresses how education is important for children learning languages as it is a‘major plank of language revitalisation’. (Hodges, 2012) expresses how Welsh medium education is not just learning the language, its educating for Cultural, Educational, Economic and personal reasons. In 1993 there was a Welsh language legislation act put into place for enhancing welsh language in Wales through education, “An Act to establish a Board havingthe 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 connectedpurposes.” (Welsh language act, 1993). Iaith pawb is a Welsh government policy for the Welsh language that has been created as a National plan to help make Wales
bilingual. Iaith Pawb sets out to make “Wales a truly bilingual nation, by which we mean acountry where people can choose to live their lives through the medium of either Welsh or English and where presence of the two languages is a visible and audible source of pride tous all.” (Iaith Pawb, 2003). For the children learning welsh at foundation stage, the requirements and expectations that the pupils should meet are outlined by the Frameworkfor children’s learning by the Welsh Government. They suggest that within the foundationphase, children should be learning how to use and communicate in Welsh and doing it at their very best ability. Additionally, children should be listening to Welsh being spoken regularly and being able to respond correctly in familiar situations. Pupils at the foundation phase should be encouraged to speak their needs in Welsh and should gradually be increasing their exposure to Welsh. These skills are developed through communicating in arange of ways that will be enjoyable and practical activities, this will help build on the child’spast knowledge and experiences, within a safe indoor or outdoor learning environment. (Welsh Government, 2015). Welsh became a compulsory language to be taught to every pupil at key stages 1,2 and 3 following the Education Reform act in 1988. In September 1990, the compulsion to teach Welsh was extended to key stage 4. The Area of Learning in the fodation phase for 3-7 years old in Welsh development meant that children that were in English medium schools started to learn the Welsh language from the ages of 3. (Donaldson, 2015).
When children are learning languages, it can be a very difficult subject for pupils to learn and understand, this means that teaching Welsh should be made an engaging subject that the children will be able to learn well, be enjoyable for them and make sure they are understanding what they are learning. It has been suggested by Professor Davies (2013) agrees that learning languages is difficult for children as he suggests that learning alanguage is a “very tedious experience for the majority of pupils and that the pupils do notregard the subject as being any importance or value to them”. It has been expressed thatmost young pupils in key stages 3 and 4 do not feel that the current provision for learning
Welsh is one of the oldest languages in Europe apart from Latin and Greek. Welsh was the language of the law along with Latin (King Hywel Dda880 - 950). The Welsh language is potentially up to 4,000 years old and up to 1850, 90% of the population spoke Welsh, however since the last count only 23% of the population now speak Welsh. (Jacob, 2017).Throughout a child’s education, they can learn Welsh and become fluent in the language.(Baker, 2004) expresses how education is important for children learning languages as it is a‘major plank of language revitalisation’. (Hodges, 2012) expresses how Welsh medium education is not just learning the language, its educating for Cultural, Educational, Economic and personal reasons. In 1993 there was a Welsh language legislation act put into place for enhancing welsh language in Wales through education, “An Act to establish a Board havingthe 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 connectedpurposes.” (Welsh language act, 1993). Iaith pawb is a Welsh government policy for the Welsh language that has been created as a National plan to help make Wales
bilingual. Iaith Pawb sets out to make “Wales a truly bilingual nation, by which we mean acountry where people can choose to live their lives through the medium of either Welsh or English and where presence of the two languages is a visible and audible source of pride tous all.” (Iaith Pawb, 2003). For the children learning welsh at foundation stage, the requirements and expectations that the pupils should meet are outlined by the Frameworkfor children’s learning by the Welsh Government. They suggest that within the foundationphase, children should be learning how to use and communicate in Welsh and doing it at their very best ability. Additionally, children should be listening to Welsh being spoken regularly and being able to respond correctly in familiar situations. Pupils at the foundation phase should be encouraged to speak their needs in Welsh and should gradually be increasing their exposure to Welsh. These skills are developed through communicating in arange of ways that will be enjoyable and practical activities, this will help build on the child’spast knowledge and experiences, within a safe indoor or outdoor learning environment. (Welsh Government, 2015). Welsh became a compulsory language to be taught to every pupil at key stages 1,2 and 3 following the Education Reform act in 1988. In September 1990, the compulsion to teach Welsh was extended to key stage 4. The Area of Learning in the fodation phase for 3-7 years old in Welsh development meant that children that were in English medium schools started to learn the Welsh language from the ages of 3. (Donaldson, 2015).
When children are learning languages, it can be a very difficult subject for pupils to learn and understand, this means that teaching Welsh should be made an engaging subject that the children will be able to learn well, be enjoyable for them and make sure they are understanding what they are learning. It has been suggested by Professor Davies (2013) agrees that learning languages is difficult for children as he suggests that learning alanguage is a “very tedious experience for the majority of pupils and that the pupils do notregard the subject as being any importance or value to them”. It has been expressed thatmost young pupils in key stages 3 and 4 do not feel that the current provision for learning
Welsh results in them being able to use the Welsh language outside of the Welsh lessons. It however has been stated that Welsh will remain a compulsory subject in school between the ages of 3-16. Therefore, it is important to make Welsh an engaging subject for pupils and it is suggested to simply make learning Welsh fun. Satchwell, P & de Silva, J (1995) suggest letting the pupils have the opportunity to work in pairs and groups, Pupils be given clear instructions, having a supportive atmosphere to make sure pupils feel like they can try again and fail in a safe environment, including different teaching strategies like music, role play and drama which will encourage and make sure everyone is participating, making sure there is an appropriate pace put in place so that there is time for repetition and practice but still avoiding boredom by using different learning styles. Colin Baker (1996) states that “achild who hears one language for half an hour a day, particularly at the end of a 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.” this statement suggest that pupils need to learnlanguages preferably when they are at their best concentration, not at the end of the day when they are tired because they are not likely going to be able to take in all the information due to their lack of concentration.
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