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Module XMC-4099:
Dwyieithrwydd mewn Addysg

Module Facts

Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 2

Organiser: Prof Enlli Thomas

Overall aims and purpose

Yn rhinwedd ymgais y Llywodraeth i gyrraedd miliwn o siaradwyr Cymraeg erbyn 2050 a chynyddu’r nifer o unigolion sy’n ei defnyddio’n feunyddiol, mae mwy o bwyslais nag erioed ar ein hysgolion i gynhyrchu siaradwyr sydd yn hyderus ddwyieithog. Ond mae’r her o gynyddu siaradwyr a defnyddwyr o’r iaith yn amrywio o un cyd-destun i’r llall – o un ardal i’r llall, o un ysgol i’r llall, o un athro i’r llall, ac o un disgybl i’r llall. Wrth lunio strategaethau addysgol sydd â’i brif bwrpas o annog defnydd o’r Gymraeg a chodi sgiliau Cymraeg a Saesneg y plant, mae ymwybyddiaeth gadarn o natur ag anghenion y disgybl dwyieithog yn allweddol. At hynny, os am archwilio neu dystio i ba raddau y mae gwahanol ddulliau addysgol yn effeithiol, dylid ymgyfarwyddo â’r llyfryddiaeth ymchwil yn genedlaethol ac yn rhyngwladol a magu sgiliau ymchwilio da fydd yn caniatáu archwiliadau cyson o effeithiolrwydd unrhyw ddull. A dyna, yn fras fydd pwrpas y modiwl hwn, sef cynnig trosolwg o’r llenyddiaeth ryngwladol sy’n ymwneud â dulliau dysgu ac addysgu mewn cyd-destunau dosbarth, gan berthnasu’r arferion hynny i’r cyd-destun addysgol yma yng Nghymru. Bydd y wybodaeth a gesglir drwy ymwneud â’r modiwl hwn yn ddefnyddiol i athrawon wrth iddynt fynd ati i gynllunio eu gwersi i gyfoethogi a/neu ddatblygu sgiliau Cymraeg plant, boed hynny ar gyfer siaradwyr parod yr iaith neu ar gyfer dysgwyr sydd ar wahanol gamau o’r daith. Ar gyfer y rhai hynny nad ydynt yn athrawon, bydd y wybodaeth a gesglir yn ddefnyddiol ar gyfer ystyried ac ymchwilio i mewn i strategaethau newydd ar gyfer hybu sgiliau a defnydd o’r Gymraeg a’r Saesneg. Bydd y sgiliau a gesglir wrth ymwneud â’r modiwl yn cynnwys sgiliau gwerthuso dulliau addysgu llawr dosbarth, ac yn mynd â ni gam yn nes at wireddu un agwedd benodol ar weledigaeth Llywodraeth Cymru, sef sicrhau to o athrawon sydd yn ymwybodol o’r camau allweddol tuag at wireddu Cymraeg: 2050, ac sydd yn ymchwil wybodus: “…the effectiveness of any [bilingual teaching] method or approach is less influential than the skill and competence of the teacher delivering it” (Fitzpatrick et al., 2018, tud. 59).

Course content

Er mwyn gwireddu nodau’r modiwl, bydd myfyrwyr yn dysgu am y canlynol:

  1. Natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog.
  2. Ffactorau sydd yn dylanwadu cyraeddiadau ieithyddol unigolyn a sut mae diffinio rhuglder a hyfedredd iaith mewn siaradwyr dwy- ac amlieithog.
  3. Damcaniaethau caffael iaith a dysgu ail iaith.
  4. Gwahanol ddulliau addysgu dwyieithog
  5. Ymchwil rhyngwladol ar y gwahanol ddulliau addysgu dwyieithog a’u perthnasedd i’r cyd-destun yma yng Nghymru.
  6. Y Gymraeg mewn addysg yma yng Nghymru
  7. Defnydd cymdeithasol o’r Gymraeg ymysg oedolion a phlant
  8. Rôl yr athro fel ymchwilydd gweithredol yn y dosbarth.

Assessment Criteria

threshold

50>% Ymgais ddigonol i gyrchu amrediad o wybodaeth academaidd i gefnogi barn; gallu adnabod a deall pam bod natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog yn wahanol i rai unigolion uniaith; ymgais ddigonol i berthnasu'r wybodaeth am unigolion dwy- ac amlieithog i ddulliau addysgu; gallu adnabod a gwerthuso gwahanol ddulliau addysgu dwyieithog sydd yn bodoli led-led y byd; dangos ymwybyddiaeth o heriau’r Gymraeg mewn addysg yma yng Nghymru ac ymgais i gynllunio’n fwriadus ar gyfer ceisio adfer rhai o’r heriau hynny.

good

60>% Cyfeiriadau lu at y llyfryddiaeth academaidd gyda pheth adolygiad beirniadol; gallu i berthnasu'r wybodaeth ar draws maes eang yn effeithiol; gallu perthnasu damcaniaethau priodol i ddod i farn am natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog; gallu trin, trafod a pherthnasu agweddau damcaniaethol a methodolegol wrth drafod effeithiolrwydd dulliau addysgol yma yng Nghymru ac yn rhyngwladol; dangos ymwybyddiaeth dda o heriau’r Gymraeg a dwyieithrwydd mewn addysg yma yng Nghymru gan arddangos dealltwriaeth dda o ddulliau ymchwil priodol ar gyfer cynllunio ymyraethau priodol.

excellent

70>% Ymwybyddiaeth gadarn o'r llyfryddiaeth perthnasol a gallu i ymdrin a'r llyfryddiaeth honno yn academaidd; gallu i arddangos dealltwriaeth ddofn o gysyniadau a chysylltiadau rhwng gwahanol agweddau ar ddwyieithrwydd; gallu cyfeirio at a defnyddio gwahanol agweddau damcaniaethol yn effeithiol iawn a'u priodoli'n briodol wrth gyflwyno trafodaeth feirniadol ar ddwyieithrwydd a dulliau addysgu priodol; gallu llunio ymyrraeth yn bwrpasol, wedi ei selio ar wybodaeth a dealltwriaeth ddamcaniaethol gadarn.

Learning outcomes

  1. Deall natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog.

  2. Ymwybodol o’r ffactorau sydd yn dylanwadu cyraeddiadau ieithyddol unigolyn ac yn gallu ystyried yn feirniadol pryd a sut mae diffinio rhuglder a hyfedredd iaith mewn siaradwyr dwy- ac amlieithog.

  3. Cydnabod rôl allweddol yr athro fel ymchwilydd gweithredol yn y dosbarth.

  4. Gallu adnabod a deall perthnasedd damcaniaethau caffael iaith a dysgu ail iaith i wahanol ddulliau addysgu ac i wahanol sefyllfaoedd addysgu dwyieithog yng Nghymru ac ystyried yn feirniadol i ba raddau y mae’r dulliau addysgu cyfredol yn cyd-fynd â’n dealltwriaeth o sut mae plant yn caffael/dysgu iaith.

  5. Gallu adnabod a gwerthuso gwahanol ddulliau addysgu dwyieithog sydd yn bodoli led-led y byd.

  6. Gallu dadansoddi’n feirniadol y dystiolaeth ymchwil sydd yn bodoli ar gyfer gwahanol ddulliau addysgu dwy- ac amlieithog.

  7. Gallu adnabod heriau’r Gymraeg mewn addysg yma yng Nghymru a chynllunio’n fwriadus ar gyfer ceisio adfer rhai o’r heriau hynny.

Assessment Methods

Teaching and Learning Strategy

Hours
Practical classes and workshops

30 awr dros 5 diwrnod cyswllt

Cymysgedd o ddulliau addysgu - e.e., cyflwyniadau gan arbenigwyr; myfyrwyr yn dangos enghreifftiau o ddulliau addysgu; gwerthuso enghreifftiau o wersi Cymraeg ar-lein neu wersi maen nhw wedi dysgu ac sydd wedi recordio ar IRIS Connect; gallai'r athrawon treialu ymyriadau yn eu hystafelloedd dosbarth eu hunain a rhoi adborth.

30
Private study

Darllen estynedig; gwaith paratoi

270

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Show originality in the application of subject specific knowledge and understanding.
  • Adapt and transfer ideas from one educational context to another.
  • Identify problems, evaluate solutions and critique research associated with educational practice.
  • Acquire and analyse data in an educational context.
  • Adopt an ethically sound approach to research with children and vulnerable adults.

Resources

Resource implications for students

Dylid dod a gliniaduron/teclynnau electroneg sydd yn caniatáu mynediad i’r wê i bob sesiwn.

Reading list

Bydd disgwyl i fyfyrwyr gyrchu erthyglau ymchwil eu hunain yn ystod y sesiynau, a bydd gwahanol erthyglau yn cael ei rhannu fel bo’n briodol wrth i’r cwrs fynd rhagddo. Darlleniadau cefndirol:

Thomas, E. M., Apolloni, D., & Parry, N. M. (2018). Dulliau Addysgu Dwyieithog. Bangor: Prifysgol Bangor. Thomas, E. M. & Webb-Davies, P. (2017). Agweddau ar Ddwyieithrwydd. Caerfyrddin: Coleg Cymraeg Cenedlaethol. Ar gael i’w lawrlwytho o https://llyfrgell.porth.ac.uk/View.aspx?id=3001~4e~cunoKUqT Baker, C. R. & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism (6ed Argraffiad). Clevedon: Multilingual Matters. Wei, L. (2000). The Bilingualism Reader. Llundain: Routledge. Wei, L, & M. G. Moyer (2008). The Blackwell Guide to Research Methods in Bilingualism and Multilingualism. Oxford: Blackwell. Hoffman, M. Romaine, S. (1995). Bilingualism (2il Argraffiad). Rhydychen: Thomas, E. M. & Mennen, I. (2014) (Gol.). Advances in the Study of Bilingualism. Clevedon: Multilingual Matters.

Courses including this module

Optional in courses:

  • X3AA: Diploma Education Studies year 1 (DIP/ED)

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