The Value of the Welsh Language

  

Hello Bloggers,

 I hope you are all well. I have been looking forward to writing this blog, as most of you know that my first language is Welsh and I am extremely towards influencing the Welsh language in primary education.

This blog will be discussing the value of the Welsh language in primary education. There have been many debates in the past and in today’s society on the Welsh language and if it should be influenced, with some negatively against the language being taught in primary schools due to being irrelevant and a ‘dying language’ (Morris, 2012). Living in North Wales, I am surrounded by the Welsh language from going to work, to visiting cafés. This is why it was quite a surprise when I first came to Cardiff the capital city, where no one really speaks Welsh as their first language. Proctor (2016) agrees with this statement by noting how you are unlikely to regularly hear the Welsh unless looking for it, unlike North Wales. However, following the Education Reform Act 1988, Welsh became compulsory for every child at key stage 1,2 and 3 in 1990, and from 1999, compulsion was extended to key stage 4 (Donaldson, 2015, p.58). The Welsh language is an important part of the curriculum in Wales and in 2007, the Welsh government published its Welsh-medium education strategy, aimed at improving the teaching and learning of the language throughout the country (Jones, 2016). There are many programmes, procedures and policies in place to emphasise the Welsh language, such as the Foundation phase framework which requires children to learn and use welsh to communicate to the best of their ability. The framework requires children to listen and respond in familiar situations, and more importantly that the children are encouraged to communicate their needs in Welsh. This is so children are exposed to a variety of skills which are developed through communicating in a range of enjoyable, practical planned activities. The framework encourages children to develop their reading skills through oral experiences by using the Welsh reading materials (Welsh Government, 2015).

Professor Davies (2013) argues that learning the language is, ‘a very tedious experience’ for large number of young people and that, ‘they do not regard the subject as being relevant or of any value to them’. He states how many children and young people do not feel that the current provision for learning Welsh enables them to be confident to use the language in lessons, and certainly not outside of school. However, the value of the Welsh language is now being emphasised in the Donaldson’s report, ‘successful futures’. The report encourages children to see language as a modern way to communicate, rather than something to study (Donaldson, 2015). This will hopefully change attitude towards learning the Welsh language and to realise the value and importance of being able to speak two languages for the future of job prospects. The review accepted the case to retain the Welsh language as a compulsory part of the school curriculum 3-16, but have identified that there are clearly quality issues to be addressed if it is to be fully accepted by children and young people (Donaldosn,2015).  

To be able to change children and young people’s perceptions of the Welsh language, it is important to encourage, motivate and clearly identify with them the value and the greater opportunities it holds. Also, for many parents who have fears of taking their child to a welsh-speaking school due to homework for example, not being able to help their child and thoughts many people have, “would they have any opportunities outside of Wales?” (Owen,2016). However, homework for example is always in welsh and English for the children, any concerns parents or children have, staff are always very helpful and there are far greater opportunities for a child who is able to speak both languages (Welsh Government, 2013). Children learn additional skills, take on extra challenges, their level of confidence increases and they have better job prospects as the workplace support staff who can speak more than one language as it shows determination and willingness to learn new things (Vince, 2016). Also, many parents who do not speak Welsh, do now because of their children (Welsh Government, 2018), this is incredible as the language becomes stronger and as part of our culture, should only increase from here.   

Not many people know that the Welsh language is also spoken by around 5,000 people in Patagonia, in Argentina. You will find tea and bara brith being served in towns called Dolavon and Trevelin, and Latino children reciting the Welsh poetry at eisteddfodau (Edward, 2018). The main reason I know this, is that a group of students from my school in Ysgol Brynrefail, had the privilege to go over to Patagonia with school and as a community we raised money for the Welsh speaking schools, and donated many books. It was an incredibly amazing experience, where I was able to be even prouder of being a Welsh speaker myself.  From those first 153 settles, today it is thought that there are about 50,000 people with Welsh heritage in Patagonia (Welsh Government, 2015).  Yet, despite a Welsh language project which since 1997 has sent three Welsh teachers a year to Patagonia, Professor Robert Jones a leading academic on the language there, has spoken that it is under danger unless it is used in day to day activities. He said, "If the language is to survive - in both Argentina and here in Wales - it must move beyond the borders of the classroom”(Baskerville,2014).  However a report from Thomas (2015) states how the Welsh music is keeping the language alive. Every week a performance is held which includes Noson Lawen, and an evening of traditional Welsh music, in the town of Gaiman and also a gala concert. There are also many events held here in Wales each year, which lays emphasis on the language becoming stronger in Wales.

I am very passionate about the value and the debate of whether or not the Welsh language should be influenced and emphasised on. I believe that if a small town in Argentina is able to keep the language going, we in Wales can certainly do the same.

https://youtu.be/BSyxrYgxjI0 - Very interesting video on how children benefit from attending a Welsh-medium school and learn valuable skills and language for the future - It is everything you would get from and English school, and more!

The trip to Patagonia! 

      

Reference List

Baskerville, E. (2014) Companion to the welsh settlement in Patagonia. Denbigh: Gee press. 

Donaldson, G. (2015) Successful futures: Independent review of curriculum and assessment arrangements in Wales. Available at file:///C:/Users/Acer/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales%20(5).pdf  (Accessed 11 April 2018)

Edwards, E (2018) 'Why do they speak Welsh in South America', BBC iWonder, 06 February, p.3 

Jones, M. (2016) Welsh-medium education and Welsh as a subject. Cardiff: National Assembly.

Morris, A. (2012) 'Welsh is a wonderful gift': speakers of the language relish new support', The Guardian, 08 April, p.2

Owen, L. (2016) 'How Wales Works: Welsh or English? ', BBC News, 23 January, p.3

Thomas, H. (2015) 'Music helping to keep the language alive in Patagonia', BBC News, 29 October, p. 4

Vince, G. (2016) 'The amazing benefits of being bilingual', BBC Future, 12 August, P.5

Welsh Government (2013) Exploring Welsh speakers’ language use in their daily lives. Bangor: Evidence Matters

Welsh Government (2015) 150 year bond with Patagonia strong and lasting says First Minister. Cardiff: National Assembly, Available at: http://gov.wales/newsroom/firstminister/2015/150725-patagonia/?lang=en

Welsh Government (2015) Foundation Phase Framework. Cardiff: Welsh Government 

Welsh Government (2018) Take time to talk, listen and play. Cardiff: National Assembly. Available at: http://gov.wales/newsroom/educationandskills/2018/take-time-to-talk-listen-and-play/?lang=en