CYDAG’s contribution to the Assembly’s Education and Lifelong Learning Committee discussion on its Welsh Education Policy

7 February 2002

We welcome this opportunity to express our comments to this influential committee. The basic principle of providing an opportunity for everyone in Wales to be bilingual is central to this committee as it is to CYDAG and its members. In the same way, we support the two main dimensions:

• endeavouring to improve the proficiency of speakers in both languages;
• fostering an awareness of the contribution of bilingualism to the process of raising standards.

This contribution concentrates on matters raised by your paper.

The Language Continuum and Bilingual Proficiency

As is seen in several aspects of the following comments, the fact that the Welsh is considered as a 'second language’ in some situations, and as a 'first language’ in others makes several matters rather vague. The fact that the language is a foundation subject in the majority of schools in Wales, and a core subject in the Welsh or Bilingual schools is a factor which also causes some confusion.There is now a need to review the curricular arrangements and carry out assessments from a Welsh perspective. The inter-relationship of programmes of study for learning Welsh as a second language and as a first language should be reconsidered. The linguistic continuum which spans these programmes, the language experiences of children, and the range of achievements by children should be addressed. Further development needs to be ensured on the basis of the successes and the investment which has been made so far.The development of dual assessment methods which would measure a child’s achievement with regard to second language and his/her corresponding achievement with regard to the first language should also be urgently addressed. It is proposed that there could be a focus on achievement from the middle of the second language achievement range upwards.

Dual Literacy

During recent years, the higher skills involved in the concurrent use of more than one language have been identified as skills which need to be recognised and developed. Many people who work within a bilingual context practice these skills almost without thinking, yet there is increasing evidence that these skills can be a medium to deepen the understanding of the individual. We believe that this aspect of teaching within our schools needs to be developed. As such, there is a need to recognise bilingual skills in every educational area, including in particular key communication skills.

Normalisation of Language/Language in the Community

During recent years, Language Initiatives have become far more prominent and numerous in Wales. They have several functions, but the 'normalisation’ of the Welsh language is a fundamental part of each one. This means rooting the language in the communities where our children and young people live. In the most Anglicised areas of our country this poses quite a challenge, but it is a challenge which has to be faced, by raising awareness of the opportunities which exist to practice and learn the language, as well as promoting the idea that bilingualism is advantageous in education and in work.

Education for under 5s:

CYDAG rejoices in the growth which has occurred in the area of Welsh medium Education for Under 5s. By working together with the Mudiad Ysgolion Meithrin [Nursery Schools Organisation] there is an opportunity for children to receive Nursery education through the medium of Welsh in every area of Wales.In recent years, we have seen a growth in the provision of Nursery Education from Local Authorities. This must be welcomed. Unfortunately, we are now in a situation where Welsh Schools cannot meet the need for this provision. Equal opportunities do not exist in every part of Wales. There are situations whereby the provision of Nursery Education is available from Authorities through the medium of English, but is unavailable through the medium of Welsh. The choice for parents is free English Nursery Education, or part time Welsh Nursery Education for which they must pay. This cannot be fair.The Assembly has raised awareness of the importance of bilingual education - we must now ensure that provision for those who wish to take advantage of it.

5-16 Education

Extremely varying patterns of Welsh medium and Bilingual education provision are seen across Wales. The provision often reflects the nature of the communities where the schools are located as well as the linguistic profile of the area. The provision varies from the 'naturally Welsh’ primary schools, two teachers in rural areas in the West and the North, to large schools in towns and cities, where over 90% of the pupils can come from English speaking homes. Between these two extremes lies every combination imaginable. To a large extent, this variety is the strength of the system, but there are aspects of the service which need to be strengthened in several directions as a matter of urgency.

Losing Ground when moving from KS2 to KS3

Losing this ground is naturally worrying. Due to the fact that the Welsh schools are the Assembly’s main weapon for teaching and promoting the language, it is an increasing worry to many CYDAG members. It is also a worry that so many pupils and/or parents are choosing to attend English medium schools at KS3 after pupils have spent their primary years learning Welsh and learning through the medium of Welsh. Having transferred to the English medium school, it is very unlikely that the provision will be able to maintain the standard of Welsh at KS3. This is one situation, and maybe the only situation in the statutory education system whereby this system supports a reduction in standards. In addition to this, this reduction is not as clear due to the division between Welsh as a first language and Welsh as a second language.We believe that the LEAs can do much more to ensure that these movements do not happen without parents understanding that the standard of their children’s work in Welsh could suffer. Indeed, there is a need to 'foster an awareness of the contribution of bilingualism to the process of raising standards’.On the other hand, if we are to realise the vision of the Assembly, we must ensure, through the Order for Welsh in the National Curriculum, that a child who studies a first language programme of study at Key Stage 2 continues to study a first language programme in the secondary sector. It should be ensured that secondary schools are required to provide in this respect.

Losing ground at KS4 and post 16

Welsh Language Board statistics clearly show that further ground is lost as pupils move from KS3 to KS4, and then as they move on to post 16 education, whether to school sixth forms, Further Education colleges, or through other training agencies. The lack of opportunity in Higher Education is an additional worry.It is essential that the Assembly and ELWa ensure full support, in terms of principle and resources, for schools and colleges which provide post 16 Welsh medium courses. In the same way, more institutions must be encouraged to offer Welsh medium courses.

Extending the Provision/Latecomers

The Assembly’s position paper on Welsh Medium Education notes that there are lessons to be learnt from the experiences of the 'French Intense Core Model’. On the other hand, there is extensive experience in the North East of providing for pupils who wish to change to the Welsh Medium sector at 11 years old. Over 25 years, Ysgol Maes Garmon especially can claim to have taken over a thousand children through such a provision. Our current figures vary between 10 and 20 on an annual basis - and the main worry is that not all parents realise that this unique provision is available to their children.The Welsh Language Board has recognised the success of this scheme by inviting the teacher responsible for this course for the last fifteen years onto their consultation panel. Important and revealing research was carried out by Cen Williams, NWUC, Bangor. Although the 'French Intense Core Model’ can offer useful lessons, we should not discount the experiences of Welsh teachers and pupils!We welcome the intention to establish a pilot which will give pupils an opportunity towards the end of Year 6 to have intensive lessons to prepare them for the Welsh medium secondary school.

Post 16 education

Having established the local consortia (CCET) and the National Council (ELWa), CYDAG pushed for a virtual Consortium where Welsh medium elements would be given attention. Unfortunately, this has not yet been developed, although the establishment of Sgiliaith is a step in the right direction. However, the danger is that the Welsh Medium provision will be forgotten within some CCETs. By establishing a Welsh Medium virtual CCET to serve the whole of Wales, it will enable networking across all Welsh Medium institutions. We at CYDAG have the vision and the expertise to promote such co-operation. The real need is to create jobs to serve this vision.

Special Educational Needs

There are several important issues here:

• There have been cases of educational psychologists arguing that pupils who have language problems (such as spelling, writing, reading) have specific difficulties in Welsh medium education due to it being their second language. The suggestion that often follows is that it would be better for these pupils to follow an English medium course. Our viewpoint is that their difficulties should be recognised as special educational needs (SEN), and the appropriate resources ensured to enable the school to respond to those needs.

There are several other areas which are a cause for concern:

• There is a severe lack of specialists to support SEN services - psychologists (and a lack of training opportunities for them in Wales - Cardiff is the only location, and there are only about 20 places for all students applying); speech therapists, child psychiatrists, behavioural support teachers, county officers who work in the area, consultants.
• There is a lack of resources to ensure a worthy Welsh medium provision for pupils who have aural and visual difficulties.
• There is a lack of Welsh medium provision for children who have special needs due to their behaviour.

It is no easy task to respond to these shortfalls. However, we would like to see the Assembly, and the LEAs, searching for creative solutions. One consideration would be to ensure greater flexibility for specialists to work across county and area boundaries.There is a need for further resources, more opportunities to train and re-train, and positive motivation to ensure that our young people decide to stay in Wales to take advantage of their ability to speak the language.

Recruiting Teachers, Training and Professional Development

As we know, there is a general shortage of teachers. This difficulty is so much greater in terms of searching for Welsh medium teachers. We all know of examples where there has been only one applicant for a job, and other examples where no response has been received at all. In addition to this, supply teachers are in short supply, and it is almost impossible to find teachers who can fill in for a subject. In our English medium schools, the shortage of Welsh second language teachers is a great cause for concern, and hinders good teaching at those schools.There is no easy answer to this, but there is a need to search for every opportunity to encourage our young graduates to consider teaching as a worthwhile career. This needs to be done throughout England and Wales, but so much more so through the medium of Welsh.

Training Teachers

Over recent years, CYDAG has offered several courses to the secondary sector, and a smaller but increasing number of courses to the primary sector. These courses stem from schools’ needs for real opportunities to discuss specific areas within the context of Welsh and Bilingual schools. Indeed, CYDAG has been extremely successful in filling the gaps which were evident, ensuring a professional network which encompasses the whole of Wales. There is a great deal of work left to be done in order to include each school in these courses, but the majority are attending CYDAG INSET courses, and there has been a positive response to their contents and value.

Support for Schools

The ability of schools’ service providers to offer Welsh provision is extremely varied. This is seen on several levels, from the Director of Education to the education officers, from the psychology service to curricular support.We believe that there is a need to think more extensively and more creatively about these matters, and see to what extent institutions such as CYDAG can offer services across Wales. Estyn has already expressed an interest in the concept of an all Wales agency to service and support the needs of the Welsh and Bilingual sector.

Resources

The education service is in constant need of resources. The need for textbooks and worksheets is particularly incessant, as the needs of the service are in a constant state of change. During the current period, we are facing basic changes in post 16 courses, and there is a need for current resources for each one of them. GCSE syllabuses are changing at present, and information is now far more accessible as a result of the use of information technology and the internet.ACCAC is the national body responsible for ensuring resources for schools. ACCAC’s production and translation procedures are painfully slow. On the other hand, the quality of the resources are often of the highest standard. However, technological developments are moving forward, and Welsh resources are being held back. There is a need to

• ensure that English educational materials are not subject to copyright (non-commercial)
• ensure Welsh resources, and a choice of Welsh medium resources
• develop ICT resources through the medium of Welsh
• ensure that ACCAC develops more effective procedures in order to ensure Welsh medium resources as soon as possible.

We do not wish to be unreasonable, and claim that all English content on the internet should be translated into Welsh. That would be foolish! Indeed, we believe that there are advantages in having a wide range of resources available in English only, as this strengthens our children and young people’s hold on bilingualism within the area of study. As they assess their responsibilities, we call on ACCAC to recognise the higher skills of the bilingual student who can use materials from one language (usually English) to respond through the medium of another language - the concurrent use of more than one language and dual literacy skills. We look forward with great interest to see Estyn’s guidance in this area. We have already had a taster, and it is a document which should influence each one of our schools as the bilingual agenda develops.