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Module HAC-3002:
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 chynhigir 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, defnyddio a dadansoddi cysyniadau damcaniaethol priodol mewn modd beirniadol hyderus i drafod maes addysg cyfrwng Cymraeg o fewn fframwaith polisi addysg ehangach.
    1. Dangos dealltwriaeth amlwg o ddatblygiadau maes addysg a’u cyfraniad at faes polisi a chynllunio ieithyddol yr iaith Gymraeg yng Nghymru:
    1. Deall ac egluro hanes a gwreiddiau maes polisi addysg yng Nghymru ac o fewn y D.U yn gyffredinol.
    1. Cymharu a chyferbynnu yn feirniadol prif elfennau maes polisi addysg o fewn cyd-destun Ewropeaidd ehangach â’r sefyllfa yng Nghymru.
    1. Ymdrin ag ystyriaethau allweddol maes addysg cyfrwng Cymraeg megis diffiniadau amrywiol/ polisïau awdurdodau addysg lleol amrywiol, datblygiadau cyn ac ar ôl cyfnod datganoli yng Nghymru.

Assessment Methods

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 sensitevely 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.
  • 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

  • Develop a sound appreciation of the variety of theories that comprise the discipline of social policy and how these impact on social policy interventions
  • Become cognizant with key conceptual debates within the field of contemporary social policy
  • Appreciate the value of and apply theoretical and methodological rigour to analyses of welfare issues;
  • Be aware of the ethical, social and political contexts within which social policy practice and research is conducted and delivered
  • Develop a knowledge and expertise with respect to a range of evidence-based policy making and practice.
  • Develop a sophisticated understanding of the processes of social policy analysis and evaluation.

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 3 (BA/APIPC)

Optional in courses:

  • X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 3 (BA/APIC)

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