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Module XAC-3009:
Amlieithrwydd mewn Plentyndod

Module Facts

Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Prof Enlli Thomas

Overall aims and purpose

Un o lwyddiannau mwyaf rhyfeddol y plentyn bach yw ei allu i feistroli iaith. Cyn ei fod yn gallu cwblhau sgiliau cymharol syml fel sefyll ar un goes, cau botwm ei gôt neu ddal pêl, mae'r plentyn bach yn llunio brawddegau cymhleth iawn i gyfleu bron unrhyw beth y mae angen ei gyfathrebu. Ond yr hyn sydd yn fwy rhyfeddol na hynny yw’r ffaith bod y rhan fwyaf o blant – dros y byd i gyd – nid yn unig yn llwyddo i feistroli iaith, ond yn llwyddo i feistroli dwy neu fwy o ieithoedd i wahanol lefelau, ac yn gallu manteisio ar yr holl freiniau a ddaw o feddu ar mwy nag un iaith, a hynny yn gymharol ddi-ymdrech.
Bydd y modiwl hwn yn eich cyflwyno i fyd siaradwyr dwy- ac amlieithog, gan archwilio llwybrau caffael iaith plant a phobl ifanc dwy- ac amlieithog. Byddwn yn edrych ar y ffactorau sydd yn dylanwadu ar feistrolaeth lwyr ar iaith, gan amlygu’r manteision a’r anfanteision o feddu ar mwy nag un iaith. Bydd modiwl yn craffu ar y prif ddulliau a ffyrdd o astudio datblygiad iaith plentyn ac yn archwilio sut orau i fesur hyfedredd iaith plant a phobl ifanc dwy- ac amlieithog.

Course content

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

Materion yn ymwneud â gwahanol ddiffiniadau o fewn y maes

Damcaniaethau caffael iaith a dysgu ail iaith

Nodweddion seicolegol ac ieithyddol unigolion dwy- ac amlieithog

Manteision ac anfanteision dwy- ac amlieithrwydd

Ffactorau sydd yn dylanwadu cyraeddiadau ieithyddol unigolion

Asesu lefelau iaith plant a phobl ifanc dwy- ac amlieithog

Defnydd cymdeithasol o ieithoedd ymysg oedolion a phlant: problemau a’r datrysiadau posib.

Assessment Criteria

good

Gwybodaeth eang a dealltwriaeth dda o ymchwil academaidd yn y maes sydd yn trafod natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog. Gallu adnabod a thrafod tystiolaeth priodol i drafod y manteision ac anfanteision o feddu ar mwy nag un iaith. Dangos dealltwriaeth dda o’r ffactorau sydd yn dylanwadu ar batrymau defnydd iaith. Gallu amlygu’r berthynas rhwng damcaniaethau iaith, nodweddion y siaradwr a’i amgylchedd, a defnydd iaith, sgiliau iaith a dulliau asesu iaith yn ystyrlon

excellent

Gallu i adnabod, ac i drin a thrafod sawl syniadaeth blaengar yn y maes yn effeithiol ac yn bwrpasol wrth drafod natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog. Gallu adnabod a thrafod yn feirniadol y dystiolaeth sydd ar gael yn trafod manteision ac anfanteision o feddu ar mwy nag un iaith. Gallu trin a thrafod y dystiolaeth sydd yn amlygu’r ffactorau hynny sydd yn dylanwadu ar batrymau defnydd iaith yn ystyrlon. Gallu trafod y berthynas rhwng damcaniaethau iaith, nodweddion y siaradwr a’i amgylchedd, a defnydd iaith, sgiliau iaith a dulliau asesu iaith yn ystyrlon.

threshold

Gwybodaeth a dealltwriaeth foddhaol o ymchwil academaidd yn y maes sydd yn trafod natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog. Gallu adnabod y dystiolaeth sydd yn honni bod manteision ac anfanteision o feddu ar mwy nag un iaith. Gallu dangos dealltwriaeth o’r ffactorau sydd yn dylanwadu ar batrymau defnydd iaith. Gallu amlygu’r berthynas rhwng damcaniaethau iaith, nodweddion y siaradwr a’i amgylchedd, a defnydd iaith, sgiliau iaith a dulliau asesu iaith.

Learning outcomes

  1. Gallu adnabod a gwerthuso’n feirniadol y dystiolaeth sydd yn honni bod manteision ac anfanteision o feddu ar mwy nag un iaith.

  2. Gallu adnabod y 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. Gallu adnabod a dadansoddi'n feirniadol y ffactorau sydd yn dylanwadu ar batrymau defnydd iaith

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

  5. Dangos gwybodaeth a dealltwriaeth gadarn o natur, nodweddion ac anghenion seicolegol, cymdeithasegol ac addysgol unigolion dwy- ac amlieithog.

  6. Gallu dadansoddi’n feirniadol y dystiolaeth ymchwil ym maes dwy- ac amlieithrwydd mewn plentyndod.

Assessment Methods

Type Name Description Weight
Adolygiad o'r Llyfryddiaeth 50.00
Cynnig Ymchwil 50.00

Teaching and Learning Strategy

Hours
Lecture

Darlith wythnosol, 2 awr

22
Private study

Gwaith annibynnol: cyrchu llyfryddiaeth, darllen, paratoi aseiniadau

178

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
  • 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.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • 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

  • apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
  • integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
  • evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
  • constructively critique theories practice and research in the area of child development
  • demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
  • demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
  • produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
  • reflect upon the ethics of studying babies and young children and their families and communities
  • generate and explore hypotheses and research questions relating to early childhood in an ecological context

Resources

Resource implications for students

Bring laptops to each session

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xac-3009.html

Reading list

Darllen cefndirol: 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. & 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 Altarriba, J. & Heredia, R. R. (2018). An Introduction to Bilingualism: Principles and Processes. London: Routledge. Baker, C. R. & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism (6ed Argraffiad). Clevedon: Multilingual Matters. De Houwer, A. (2009). Bilingual First-Language Acquisition. Clevedon: Multilingual Matters. Hoffman, C. (1991). Introduction to Bilingualism. Longman. Myers-Scotton, C. (2006). Multiple voices: An Introduction to Bilingualism. Oxford: Blackwell. Romaine, S. (1995). Bilingualism (2il Argraffiad). Oxford: Blackwell.
Thomas, E. M. & Mennen, I. (2014) (Gol.). Advances in the Study of Bilingualism. Clevedon: Multilingual Matters. Thomas, E. M., Apolloni, D., & Parry, N. M. (2018). Dulliau Addysgu Dwyieithog. Bangor: Prifysgol Bangor. 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. .

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