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Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools. / Alex Lovell

Swansea University Author: Alex, Lovell

Abstract

It appears that there is a consensus in the field of education in Wales that the teaching and learning of Welsh as a second language is generally not effective (W. G. Lewis, 2010b, para. 1). This has been supported in recent Estyn annual reports which have found a gradual decrease in standards in We...

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Published: 2019
Online Access: https://cronfa.swan.ac.uk/Record/cronfa50742
URI: https://cronfa.swan.ac.uk/Record/cronfa50597
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first_indexed 2019-06-05T11:07:55Z
last_indexed 2019-06-18T20:51:09Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-06-18T14:44:18.2095546</datestamp><bib-version>v2</bib-version><id>50597</id><entry>2019-06-03</entry><title>Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.</title><swanseaauthors><author><sid>033136a59667ff6e21883b6aa5771ad9</sid><firstname>Alex</firstname><surname>Lovell</surname><name>Alex Lovell</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2019-06-03</date><deptcode>ACYM</deptcode><abstract>It appears that there is a consensus in the field of education in Wales that the teaching and learning of Welsh as a second language is generally not effective (W. G. Lewis, 2010b, para. 1). This has been supported in recent Estyn annual reports which have found a gradual decrease in standards in Welsh Second Language. The Davies review (2013, p. 1) of Welsh Second Language at Key Stages 3 and 4, One Language for All, has reinforced this consensus, noting that Welsh Second Language is the subject with the lowest attainment levels. Davies (2013, p. 1) stressed that fundamental change was needed, as it is &#x201C;the eleventh hour for Welsh second language.&#x201D; Although a number of Welsh language and education policies had been implemented by the Welsh Government within the last four decades, and although there appear to be individual cases of excellent teaching of Welsh in English-medium secondary schools (Estyn, 2014b, p. 44), it appears that the provision of the current system for teaching Welsh as a second language is still insufficient to produce speakers who can use the Welsh language beyond the classroom.Given the Welsh Government's ambitious aim (2017b) to reach a million speakers by 2050, it is now clear that the current provision of Welsh Second Language is not sufficient to increase the number of people who use Welsh. It therefore appears that there is a need to consider new ways of supporting the successful delivery of Welsh as a second language in English-medium schools, if the Welsh Government's ambitious vision is to be achieved. In considering the gap between policy and practice, the case for a far-reaching change to the way Welsh Second Language is taught and learned is proposed, as well as the main argument of the thesis that there needs to be a renewed focus on Welsh by learning and teaching content and language in an integrated way in English medium schools in Wales.</abstract><type>Thesis</type><journal/><publisher/><keywords>Welsh second language, Welsh, CLIL, second language acquisition, bilingualism, bilingual education, policy and practice.</keywords><publishedDay>14</publishedDay><publishedMonth>6</publishedMonth><publishedYear>2019</publishedYear><publishedDate>2019-06-14</publishedDate><doi/><url>https://cronfa.swan.ac.uk/Record/cronfa50742</url><notes>Full text available via DOI: 10.23889/Suthesis.50742</notes><college>COLLEGE NANME</college><department>Cymraeg</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>ACYM</DepartmentCode><institution>Swansea University</institution><sponsorsfunders>Ymddiriedolaeth James Pantyfedwen, AHRC Centre of Doctoral Training in Celtic Languages</sponsorsfunders><lastEdited>2019-06-18T14:44:18.2095546</lastEdited><Created>2019-06-03T10:59:44.1496523</Created><path><level id="1">College of Arts and Humanities</level><level id="2">Cymraeg</level></path><authors><author><firstname>Alex</firstname><surname>Lovell</surname><order>1</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2019-06-18T14:44:18.2095546 v2 50597 2019-06-03 Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools. 033136a59667ff6e21883b6aa5771ad9 Alex Lovell Alex Lovell true false 2019-06-03 ACYM It appears that there is a consensus in the field of education in Wales that the teaching and learning of Welsh as a second language is generally not effective (W. G. Lewis, 2010b, para. 1). This has been supported in recent Estyn annual reports which have found a gradual decrease in standards in Welsh Second Language. The Davies review (2013, p. 1) of Welsh Second Language at Key Stages 3 and 4, One Language for All, has reinforced this consensus, noting that Welsh Second Language is the subject with the lowest attainment levels. Davies (2013, p. 1) stressed that fundamental change was needed, as it is “the eleventh hour for Welsh second language.” Although a number of Welsh language and education policies had been implemented by the Welsh Government within the last four decades, and although there appear to be individual cases of excellent teaching of Welsh in English-medium secondary schools (Estyn, 2014b, p. 44), it appears that the provision of the current system for teaching Welsh as a second language is still insufficient to produce speakers who can use the Welsh language beyond the classroom.Given the Welsh Government's ambitious aim (2017b) to reach a million speakers by 2050, it is now clear that the current provision of Welsh Second Language is not sufficient to increase the number of people who use Welsh. It therefore appears that there is a need to consider new ways of supporting the successful delivery of Welsh as a second language in English-medium schools, if the Welsh Government's ambitious vision is to be achieved. In considering the gap between policy and practice, the case for a far-reaching change to the way Welsh Second Language is taught and learned is proposed, as well as the main argument of the thesis that there needs to be a renewed focus on Welsh by learning and teaching content and language in an integrated way in English medium schools in Wales. Thesis Welsh second language, Welsh, CLIL, second language acquisition, bilingualism, bilingual education, policy and practice. 14 6 2019 2019-06-14 https://cronfa.swan.ac.uk/Record/cronfa50742 Full text available via DOI: 10.23889/Suthesis.50742 COLLEGE NANME Cymraeg COLLEGE CODE ACYM Swansea University Ymddiriedolaeth James Pantyfedwen, AHRC Centre of Doctoral Training in Celtic Languages 2019-06-18T14:44:18.2095546 2019-06-03T10:59:44.1496523 College of Arts and Humanities Cymraeg Alex Lovell 1
title Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.
spellingShingle Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.
Alex, Lovell
title_short Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.
title_full Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.
title_fullStr Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.
title_full_unstemmed Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.
title_sort Closing the gap between policy and practice in relation to Welsh Second Language: A study of how best Welsh as a second language can be supported in being implemented successfully in the context of English-medium schools.
author_id_str_mv 033136a59667ff6e21883b6aa5771ad9
author_id_fullname_str_mv 033136a59667ff6e21883b6aa5771ad9_***_Alex, Lovell
author Alex, Lovell
author2 Alex Lovell
format Staff Thesis
publishDate 2019
institution Swansea University
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hierarchy_top_title College of Arts and Humanities
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hierarchy_parent_title College of Arts and Humanities
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url https://cronfa.swan.ac.uk/Record/cronfa50742
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description It appears that there is a consensus in the field of education in Wales that the teaching and learning of Welsh as a second language is generally not effective (W. G. Lewis, 2010b, para. 1). This has been supported in recent Estyn annual reports which have found a gradual decrease in standards in Welsh Second Language. The Davies review (2013, p. 1) of Welsh Second Language at Key Stages 3 and 4, One Language for All, has reinforced this consensus, noting that Welsh Second Language is the subject with the lowest attainment levels. Davies (2013, p. 1) stressed that fundamental change was needed, as it is “the eleventh hour for Welsh second language.” Although a number of Welsh language and education policies had been implemented by the Welsh Government within the last four decades, and although there appear to be individual cases of excellent teaching of Welsh in English-medium secondary schools (Estyn, 2014b, p. 44), it appears that the provision of the current system for teaching Welsh as a second language is still insufficient to produce speakers who can use the Welsh language beyond the classroom.Given the Welsh Government's ambitious aim (2017b) to reach a million speakers by 2050, it is now clear that the current provision of Welsh Second Language is not sufficient to increase the number of people who use Welsh. It therefore appears that there is a need to consider new ways of supporting the successful delivery of Welsh as a second language in English-medium schools, if the Welsh Government's ambitious vision is to be achieved. In considering the gap between policy and practice, the case for a far-reaching change to the way Welsh Second Language is taught and learned is proposed, as well as the main argument of the thesis that there needs to be a renewed focus on Welsh by learning and teaching content and language in an integrated way in English medium schools in Wales.
published_date 2019-06-14T04:14:03Z
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