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Module HAC-2002:
Addysg yn y Gymru Gyfoes

Module Facts

Run by School of History, Law and Social Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Rhian Hodges

Overall aims and purpose

Nod y modiwl hwn yw astudio prif feysydd trafod a chysyniadau allweddol maes polisi addysg y D.U., gan dalu sylw arbennig i faes addysg cyfrwng Cymraeg yng Nghymru. Rhoddir cyfle i ddiffinio, nodi pwrpas a chloriannu gwerth addysg yn ôl prif bersbectifau damcaniaethol cymdeithasegol adnabyddus. Gosodir maes polisi addysg o fewn fframwaith ehangach datblygiadau polisïau cymdeithasol Cymru yn ystod y cyfnod cyn ac ar ôl datganoli yng Nghymru a chynigir trosolwg trylwyr o gyd-destun polisi hanesyddol a chymdeithasol y maes. Fel rhan o'r modiwl hwn cynhelir astudiaeth benodol o ddefnydd iaith cyn-ddisgyblion y system addysg cyfrwng Cymraeg. Ystyrir sefyllfa siaradwyr ‘newydd’ y Gymraeg o fewn y system addysg yng Nghymru a chyfraniad y system addysg fel sffêr trosglwyddo iaith ac fel arf cynllunio ieithyddol a hawliau ieithyddol ehangach. Gosodir prif elfennau maes polisi addysg cyfrwng Cymraeg o fewn cyd-destun Ewropeaidd ehangach drwy eu cymharu â chyferbynnu â’r sefyllfa yng Nghymru.

Course content

Mae Addysg yn y Gymru Gyfoes yn cynnig trosolwg o nifer o elfennau traddodiadol a chyfoes y system addysg yng Nghymru. Ymdrinnir y modiwl hwn ag ystod eang o faterion addysgol gan olrheinio hanes a gwreiddiau y system addysg gyffredinol yn y Deyrnas Unedig (y macro) ac yng Nghymru (y micro) gan ganolbwyntio yn arbennig ar ddatblygiadau sefydlu a datblygu’r system addysg cyfrwng Cymraeg yng Nghymru cyn ac ar ôl cyfnod datganoli. Rhoddir ystyriaeth arbennig i ddiffinio, nodi pwrpas ac olrhain gwreiddiau addysg cyfrwng Cymraeg gan ddwyn i ystyriaeth cyfraniad damcaniaethol y maes megis safbwyntiau prif bersbectifau cymdeithasegol ar addysg wrth bwyso a mesur effeithiau datblygiadau polisi a llywodraeth ddatganoledig ar y system addysg hefyd. Elfen allweddol bwysig o’r modiwl hwn yw cloriannu gwerth y system addysg cyfrwng Cymraeg fel arf cynllunio ieithyddol ac fel mecanwaith pwerus er mwyn trosglwyddo’r iaith Gymraeg yng Nghymru. Cynigir elfen gymharol amlwg o fewn y modiwl hwn hefyd wrth drafod cyfraniad ac effaith systemau addysg ar ddatblygiad maes cynllunio ieithyddol o blith ieithoedd lleiafrifol Ewrop.

Assessment Criteria

threshold

(D- i C+)

Bydd y myfyriwr yn dangos ymwybyddiaeth sylfaenol o brif theorïau, persbectifau cymdeithasegol a datblygiad polisïau cymdeithasol sy’n ymdrin â’r system addysg yng Nghymru. Bydd y myfyriwr yn arddangos ymwybyddiaeth sylfaenol o ddatblygiadau polisi addysg cyn ac ar ôl datganoli gan gyfleu dealltwriaeth sylfaenol o berthynas addysg â maes cynllunio ieithyddol yng Nghymru. Bydd y myfyriwr yn gallu defnyddio cysyniadau allweddol y maes gan gyfeirio at ymchwil hanesyddol a chyfredol y maes gan gyflwyno gwaith ysgrifenedig sydd yn cynnwys cyfeiriadaeth a llyfryddiaeth sylfaenol.

good

(B- i B+)

Bydd y myfyriwr yn dangos ymwybyddiaeth dda o brif theorïau, persbectifau cymdeithasegol a datblygiad polisïau cymdeithasol sy’n ymdrin â’r system addysg yng Nghymru. Bydd y myfyriwr yn arddangos ymwybyddiaeth dda o ddatblygiadau polisi addysg cyn ac ar ôl datganoli gan gyfleu dealltwriaeth dda o berthynas addysg â maes cynllunio ieithyddol yng Nghymru. Bydd y myfyriwr yn gallu defnyddio a dadansoddi cysyniadau allweddol y maes gan gyfeirio at ymchwil hanesyddol a chyfredol y maes gan gyflwyno gwaith ysgrifenedig o safon da sydd yn cynnwys cyfeiriadaeth a llyfryddiaeth briodol gywir.

excellent

(A- i A*)

Bydd y myfyriwr yn dangos ymwybyddiaeth feirniadol aeddfed o brif theorïau, persbectifau cymdeithasegol a datblygiad polisïau cymdeithasol sy’n ymdrin â’r system addysg yng Nghymru. Bydd y myfyriwr yn arddangos ymwybyddiaeth feirniadol aeddfed a thrylwyr o ddatblygiadau polisi addysg cyn ac ar ôl datganoli gan gyfleu dealltwriaeth sylfaenol o berthynas addysg â maes cynllunio ieithyddol yng Nghymru. Bydd y myfyriwr yn gallu defnyddio a dadansoddi’n feirniadol cysyniadau allweddol y maes gan gyfeirio at ymchwil hanesyddol a chyfredol y maes gan gyflwyno gwaith ysgrifenedig o safon arbennig sydd yn cynnwys cyfeiriadaeth a llyfryddiaeth gynhwysfawr, eang a threfnus ei naws.

Learning outcomes

    1. Deall ac egluro hanes a gwreiddiau maes polisi addysg yng Nghymru ac o fewn y D.U yn gyffredinol.
    1. Cymharu a chyferbynnu prif elfennau maes polisi addysg o fewn cyd-destun Ewropeaidd ehangach â’r sefyllfa yng Nghymru.
    1. Dangos dealltwriaeth o ddatblygiadau maes addysg a’u cyfraniad at faes polisi a chynllunio ieithyddol yr iaith Gymraeg yng Nghymru:
    1. Ymdrin ag ystyriaethau craidd ym maes addysg cyfrwng Cymraeg megis diffiniadau amrywiol/ polisïau awdurdodau addysg lleol amrywiol, datblygiadau cyn ac ar ôl cyfnod datganoli yng Nghymru.
    1. Deall a defnyddio damcaniaethol priodol ym maes addysg cyfrwng Cymraeg.

Assessment Methods

Type Name Description Weight
Cyflwyniad Llafar 50.00
Aseiniad 50.00

Teaching and Learning Strategy

Hours
Lecture

Darlith wythnosol (1 awr o hyd).

12
Seminar

Seminar wythnosol (1 awr o hyd). Gosodir darn darllen i'w drafod ym mhob seminar.

10
Private study

Disgwylir i'r myfyriwr gynnal astudiaeth annibynnol i baratoi at y seminarau ac wrth baratoi deunydd ar gyfer y cyflwyniad llafar a'r traethawd.

178

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • 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
  • Exploring - Able to investigate, research and consider alternatives
  • 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

  • use some of the established theories and concepts of social policy and other social sciences to analyse how social needs, social problems and policies themselves are constructed and understood in both national and international contexts
  • seek out, use and evaluate qualitative and quantitative data derived from social surveys and other research publications
  • undertake either on their own, or in collaboration with others, investigations on social questions, issues and problems. This will involve skills in problem identification; the collection, storage management and manipulation of data, including secondary data, and other information; the use of archival sources; the construction of coherent and reasoned arguments; and the presentation of clear conclusions and recommendations distinguish among and critically evaluate different theoretical, technical, normative, moral and political approaches to social problems and issues.
  • distinguish among and critically evaluate different theoretical, technical, normative, moral and political approaches to social problems and issues

Resources

Reading list

Aitchison, J. and Carter, H. (2004) Spreading the Word:The Welsh Language 2001, Y Lolfa.

Baker, C. and Prys Jones, T. (2003). Addysg Cyfrwng Cymraeg fel System. In: Gareth Roberts and Iolo Wyn Williams (eds.), Addysg Gymraeg ac Addysg Gymreig (66-84). Bangor: Prifysgol Cymru, Bangor.

Baker, C. (2010). Increasing Bilingualism in Bilingual Education. In: Delyth Morris (ed.), Welsh in the Twenty-First Century (61–79). Cardiff: University of Wales Press.

Baker, C. (2011) Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters. Ball, S. (2008) The education debate: Policy and Politics in the Twenty-First Century (Policy and Politics in the Twenty-first Century Series) Bristol: Polity Press Bourdieu, P. (1991). Language and Symbolic Power, J. Thompson (ed.), Translated by Gino Raymond and Matthew Adamson, Cambridge: Polity Press.

Clitty, C (2009) Education Policy in Britain (Contemporary Political Studies) Palgrave Macmillan

Bwrdd Addysg: Prydain Fawr (Adran y Gymraeg) (1927) Y Gymraeg mewn addysg a bywyd:adroddiad y pwyllgor adrannol a benodwyd gan Lywydd y Bwrdd Addysg i chwilio i safle'r iaith Gymraeg yng nghyfundrefn addysg Cymru ac i gynghori sut orau i'w hyrwyddo. Llundain: HMSO

Daugherty, R. Phillips, R and Rees, G (eds.) (2000) Education Policy Making in Wales: Exploration in Devolved Governance, Cardiff: University of Wales Press.

Donaldson, G. (2015) Dyfodol Llwyddiannus: yn edrych ar y Cwricwlwm a Threfniadau Asesu yng Nghymru (Crynodeb o’r adroddiad ar gael o: https://llyw.cymru/sites/default/files/publications/2018-03/dyfodol-llwyddiannus-crynodeb-o-adroddiad-yr-athro-graham-donaldson.pdf) Dunmore, S.S. (2017) Immersion education outcomes and the Gaelic community: identities and language ideologies among Gaelic medium-educated adults in Scotland. Journal of Multilingual and Multicultural Development 38 (8): 726-741

Fishman, J. A. (1991). Reversing language shift. Clevedon, Avon: Multilingual Matters

Hodges, Rh. (2012) Welsh-medium Education and Parental Incentives- the case of the Rhymni Valley Caerffili, in International Journal of Bilingual Education and Bilingualism. Volume 15, Number 3 May 2012

Hodges. Rh. (2014) ‘Caught in the middle: Parents’ perceptions of new Welsh speakers’ language use: The case of Cwm Rhymni, south Wales’ in Zeszyty Łużyckie/ Sorbian Review 48. 93-113.

Jones, K. (2002) Education in Britain: 1944 to Present. Cambridge: Polity Press.

Jones, M. (2016) Briff Ymchwil Addysg cyfrwng Cymraeg a’r Gymraeg fel pwnc. Caerdydd: Y Gwasanaeth Ymchwil Cynulliad Cenedlaethol Cymru

Llywodraeth Cymru (2010) Strategaeth Addysg Cyfrwng Cymraeg: Drafft Ymgynghorol, Caerdydd: Llywodraeth Cenedlaethol Cymru. Llywodraeth Cymru (2010) Strategaeth Addysg cyfrwng Cymraeg. Caerdydd: Llywodraeth Cymru.

Llywodraeth Cymru (2016) Cymraeg 2050: Miliwn o siaradwyr Cymraeg. Caerdydd: Llywodraeth Cymru

Llywodraeth Cymru (2019) Cwricwlwm Drafft i Gymru 2022: Canllaw i Gwricwlwm i Gymru 2022. Caerdydd: Llywodraeth Cymru (https://s3-eu-west-1.amazonaws.com/hwb-live-storage/83/63/1e/da/ae534a18a9bec8c2a8a5be83/canllaw-i-gwricwlwm-i-gymru-2022.pdf)

Morris, D. (ed.) (2010) The Welsh Language in the 21st Century, Cardiff: University of Wales Press.

Packer, A. ac Campbell, C. (1997) Pam for Rhieni yn dewis Addysg Gymraeg i’w Plant? Aberystwyth: Undeb Cenedlaethol Athrawon Cymru.

Pujolar, J. and Puigdevall, M. (2015) “Linguistic mudes : how to become a new speaker in Catalonia.” International Journal of the Sociology of Language 231: 167-187. doi: https://doi.org/10.1515/ijsl-2014-0037.

Redknap, C; Lewis, W.G, Williams, S.Rh, a Laugharne, J. (2006) Addysg Cyfrwng Cymraeg a Dwyieithog, Bangor: Ysgol Addysg Prifysgol Cymru, Bangor.

Rees, G. (2007) The Impacts of Parliamentary Devolution on Education Policy in Wales Welsh Journal of Education, 14 (1), 2007, 8-20. Thomas, E. M. and Roberts, D. (2011) Exploring Bilinguals’ social use of language inside and out of the minority language classroom. Language and Education: London: Routledge pp 1-20.

Thomas, E.M, Lewis, W. G. and Apolloni, D. (2012) ‘Variation in Language Choice in Extended Speech in Primary Schools in Wales: Implications for Teacher Education.’ Language and Education 26 (3) (pp.245-261). Thomas, E. M; Lewis, W. G and Apolloni, D. (2014). ‘The learner’s voice: exploring bilingual children’s selective language use and perceptions of minority language competence’ Language and Education. DOI: 10.1080/09500782.2013.870195 Thomas, H. (2009) Brwydr i Baradwys: Y Dylanwadau ar Dwf Ysgolion Cymraeg De-ddwyrain Cymru. Caerdydd: Gwasg Prifysgol Cymru. Thomas, H. a Williams, C.H (2013.) (gol.) Parents, Personalities and Power: Welsh-medium Schools in South-east Wales. Cardiff: University of Wales Press. Williams, C.H (ed.) (2000) Language Revitalization: Policy and Planning in Wales, Cardiff: University of Wales Press.

Williams, G a Morris, D (2000) Language Planning and Language Use: Welsh in a Global Age, Cardiff: University of Wales Press.

Woolard, K.A. 2011. “Is There Linguistic Life after High School? Longitudinal Changes in the Bilingual Repertoire in Metropolitan Barcelona.” Language in Society 40 (5) :617-648 Wyn Williams, I. (gol.) (2002) Gorau Arf – Hanes Sefydlu Ysgolion Cymraeg 1939-2000, Talybont: Y Lolfa.

Gwefannau Defnyddiol Comisiynydd y Gymraeg: http://www.comisiynyddygymraeg.cymru/cymraeg/Pages/Hafan.aspx

Contemporary Wales (cyfnodolyn ar gael o i 1987 i 2013) http://www.uwp.co.uk/journals/contemporary-wales?language=cy

Critical Social Policy journal: http://journals.sagepub.com/toc/csp/current

Current Issues in Language Planning: http://www.tandfonline.com/loi/rclp20

Gwerddon (Cyfnodolyn Ymchwil y Coleg Cymraeg): http://www.gwerddon.cymru/cy/hafan/

International Journal of Bilingual Education and Bilingualism: http://www.tandfonline.com/toc/rbeb20/current

Llywodraeth Cymru: http://gov.wales/statistics-and-research/?lang=cy Statiaith: http://statiaith.com/blog/

Journal of Social Policy: https://www.cambridge.org/core/journals/journal-of-social-policy

Office of National Statistics (2012). 2011 Census: Key Statistics for Wales: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates/bulletins/2011censuskeystatisticsforwales/2012-12-11

RhAG (Rhieni dros addysg Gymraeg) http://www.rhag.cymru/

Statiaith: http://statiaith.com/

UNESCO, (2009) UNESCO Atlas of the World's Languages in Danger: http://www.unesco.org/culture/ich/index.php?pg=00139 .

Courses including this module

Compulsory in courses:

  • X318: BA Astudiaeth Plentyndod ac Ieuenctid a Pholisi Cymdeithasol year 2 (BA/APIPC)
  • VW23: BA Hanes Cymru a Cherddoriaeth year 2 (BA/HCAC)
  • LVJ1: BA Cymdeithaseg/Hanes year 2 (BA/HSW)
  • L401: Polisi Cymdeithasol year 2 (BA/PC)
  • LM4X: BA Polisi Cymdeithasol & Criminology and Criminal Justice year 2 (BA/PCCCJ)
  • LVK1: BA Polisi Cymdeithasol/Hanes year 2 (BA/SPWH)
  • LVL1: BA Pol Cymd/Han Cymru year 2 (BA/SPWWH)
  • L3LK: BA Cymd gyda Phol Cymd year 2 (BA/SSPW)
  • LVH1: BA Cymdeithaseg/Hanes Cymru year 2 (BA/SWWH)
  • QVM2: BA Welsh History/Cymraeg year 2 (BA/WHW)

Optional in courses:

  • X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 2 (BA/APIC)
  • LM3Y: BA Cymdeithaseg&CriminologyCrimJ year 2 (BA/CCCJ)
  • M93B: BA Criminology & Criminal Just (4yr with Incorp Foundation) year 2 (BA/CCJ1)
  • M931: BA Criminology & Criminal Justice with International Exp year 2 (BA/CJIE)
  • M930: BA Criminology & Criminal Justice year 2 (BA/CRIM)
  • M93P: BA Criminology and Criminal Justice with Placement Year year 2 (BA/CRIMP)
  • X317: BA Childhood and Youth Studies and Social Policy year 2 (BA/CYSP)
  • X315: BA Childhood and Youth Studies and Sociology year 2 (BA/CYSS)
  • LL13: BA Sociology/Economics year 2 (BA/ECS)
  • LL2B: BA Sociology & Economics (4 yr with Incorporated Foundation) year 2 (BA/ECS1)
  • LQ3J: BA English Lang. & Sociology year 2 (BA/ELSOC)
  • V100: BA History year 2 (BA/H)
  • VV41: BA Herit, Archae & Hist year 2 (BA/HAH)
  • VV42: BA Heritage, Archaeology & History with International Exp year 2 (BA/HAHIE)
  • V1V9: BA History with Archaeology with International Experience year 2 (BA/HAIE)
  • V1V4: BA History with Archaeology year 2 (BA/HAR)
  • V10F: BA History [with Foundation Year] year 2 (BA/HF)
  • V1W6: BA History with Film Studies year 2 (BA/HFS)
  • V1W7: BA History with Film Studies with International Experience year 2 (BA/HFSIE)
  • 8B03: BA History (with International Experience) year 2 (BA/HIE)
  • V1P5: BA History with Journalism year 2 (BA/HJ)
  • 8S11: BA History with Journalism (with International Experience) year 2 (BA/HJIE)
  • V1PM: BA Hanes gyda Newyddiaduraeth year 2 (BA/HN)
  • V10P: BA History with Placement Year year 2 (BA/HP)
  • LVJ1: BA Cymdeithaseg/Hanes year 2 (BA/HSW)
  • V140: BA Modern & Contemporary History year 2 (BA/MCH)
  • V130: BA Mediaeval and Early Modern His year 2 (BA/MEMH)
  • VV15: BA Medieval & Early Modern History with International Exp year 2 (BA/MEMHIE)
  • LP33: BA Media Studies and Sociology year 2 (BA/MSSOC)
  • VV56: BA Philosophy and Religion year 2 (BA/PHRE)
  • VV5P: BA Philosophy and Religion with Placement Year year 2 (BA/PHREP)
  • 3VQV: BA Philosophy and Religion and English Literature year 2 (BA/PREN)
  • VVR1: BA Philosophy and Religion and French year 2 (BA/PRF)
  • VVR2: BA Philosophy and Religion and German year 2 (BA/PRG)
  • VVV1: BA Philosophy and Religion and History year 2 (BA/PRH)
  • VVR3: BA Philosophy and Religion and Italian year 2 (BA/PRI)
  • VV57: BA Philosophy and Religion with International Experience year 2 (BA/PRIE)
  • VVW3: BA Philosophy and Religion and Music year 2 (BA/PRM)
  • VVR4: BA Philosophy and Religion and Spanish year 2 (BA/PRS)
  • VVV2: BA Philosophy and Religion and Welsh History year 2 (BA/PRWH)
  • CL83: BA Sociology/Psychology year 2 (BA/PS)
  • L300: BA Sociology year 2 (BA/S)
  • L31B: BA Sociology (4 year with Incorporated Foundation) year 2 (BA/S1)
  • 3L3Q: BA Sociology and English Literature year 2 (BA/SEL)
  • L30F: BA Sociology [with Foundation Year] year 2 (BA/SF)
  • LV31: BA Sociology/History year 2 (BA/SH)
  • 8Y70: BA Sociology (with International Experience) year 2 (BA/SIE)
  • LQ31: BA Sociology/Linguistics year 2 (BA/SL)
  • L30P: BA Sociology with Placement Year year 2 (BA/SOP)
  • LL14: BA Social Policy/Economics year 2 (BA/SPEC)
  • LL1B: BA Social Policy & Economics (4yr with Incorp Foundation) year 2 (BA/SPEC1)
  • LL15: BA Social Policy and Economics with International Experience year 2 (BA/SPECIE)
  • LV41: BA Social Policy/History year 2 (BA/SPH)
  • CL84: BA Social Policy/Psychology year 2 (BA/SPP)
  • CL85: BA Social Policy & Psychology with International Experience year 2 (BA/SPPIE)
  • LQH5: BA Cymdeithaseg a Chymraeg year 2 (BA/SWW)
  • LVH1: BA Cymdeithaseg/Hanes Cymru year 2 (BA/SWWH)
  • LVH2: BA Welsh History/Sociology year 2 (BA/WHS)
  • V102: MArts History with International Experience year 2 (MARTS/HIE)
  • V101: MArts History year 2 (MARTS/HIST)

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