Module HAC-2009:
Cymdeithas, Iaith a Phrotest

Module Facts

Run by School of History, Philosophy and Social Sciences

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Dr Rhian Hodges

Overall aims and purpose

  1. Cyflwynir prif elfennau maes Cymdeithaseg Iaith sy’n cynnwys meysydd symudiad cymdeithasol, cymdeithaseg cerddoriaeth a chynllunio a pholisi ieithyddol.

  2. Trafodir a chroniclir hanes datblygiad mudiadau iaith, cerddoriaeth brotest a maes cynllunio ieithyddol er mwyn rhoi cyd-destun priodol i’r maes.

  3. Cynhelir astudiaeth o brif ddatblygiadau mudiadau iaith a chynllunio ieithyddol ym meysydd cerddoriaeth, addysg, iechyd a’r trydydd sector yng Nghymru gan gynnwys trosolwg sylfaenol o gyd-destun cynllunio ieithyddol Ewropeaidd.

  4. Ymdrinnir â’r mudiad iaith fel symudiad cymdeithasol newydd a thrafodir polisïau a strategaethau er cynllunio yng nghyd-destun polisi cymdeithasol beirniadol ieithyddol wedi’u gwreiddio mewn fframwaith damcaniaethol ehangach.

  5. Trafodir yn feirniadol brif strategaethau a pholisïau iaith ym maes addysg, iechyd a’r trydydd sector yng Nghymru fel astudiaethau achos hollbwysig yn natblygiad y maes Cymdeithaseg Iaith.

Course content

Ymdrinia’r modiwl hwn â’r mudiad iaith fel symudiad cymdeithasol newydd gan olrhain hanes a chymdeithaseg ymgyrchoedd iaith yng Nghymru a chanolbwyntio ar rôl a dylanwad canu protest yng Nghymru a thu hwnt. Yn ogystal, ffocws amlwg i’r modiwl hwn yw cynnig trosolwg effeithiol o ddatblygiadau polisi iaith a chynllunio ieithyddol yng Nghymru o safbwynt hanesyddol, beirniadol a damcaniaethol. Cyflwynir cerrig milltir ddeddfwriaethol nodweddiadol y maes.

Ymhellach, cynigir y modiwl hwn cyd-destun Ewropeaidd perthnasol sy’n darparu trosolwg cychwynnol o sefydliadau a deddfwriaethau allweddol i faes cynllunio ieithyddol. Yna, yr ymdreiddir i feysydd allweddol maes polisi a chynllunio ieithyddol yng Nghymru sef meysydd addysg cyfrwng Cymraeg, iechyd yng Nghymru a’r trydydd sector yng Nghymru yn benodol er mwyn asesu eu cyfraniad i ddatblygiadau cymdeithaseg iaith yn y Gymru gyfoes.

Assessment Criteria

good

Da C- i B+ Dangos dealltwriaeth a gwybodaeth dda a pheth ymdriniaeth feirniadol o theorïau a phersbectifau ym maes mudiadau iaith, cymdeithaseg cerddoriaeth, cynllunio ieithyddol a pholisi iaith . Dangos dealltwriaeth a gwybodaeth dda a pheth ymdriniaeth feirniadol o rôl mudiadau iaith fel symudiad cymdeithasol newydd gan gynnig trosolwg addas ac effeithiol a pheth ymdriniaeth feirniadol o brif hanfodion maes cynllunio ieithyddol a pholisi iaith yng Nghymru.

threshold

Trothwy D- i D+ Dangos ymwybyddiaeth sylfaenol o theorïau a phersbectifau ym maes mudiadau iaith, cymdeithaseg cerddoriaeth, cynllunio ieithyddol a pholisi iaith. Dangos ymwybyddiaeth sylfaenol o rôl mudiadau iaith fel symudiad cymdeithasol gan gynnig trosolwg sylfaenol o brif hanfodion maes cynllunio ieithyddol a pholisi iaith yng Nghymru yn ogystal.

C- to C+

C- i B+ Dangos dealltwriaeth dda o theorïau a phersbectifau ym maes mudiadau iaith, cymdeithaseg cerddoriaeth, cynllunio ieithyddol a pholisi iaith . Dangos dealltwriaeth dda o rôl mudiadau iaith fel symudiad cymdeithasol newydd gan gynnig trosolwg effeithiol o brif hanfodion maes cynllunio ieithyddol a pholisi iaith yng Nghymru yn ogystal.

excellent

A- i A+ Medru ymdrin yn feirniadol â theorïau a phersbectifau ym maes mudiadau iaith, cymdeithaseg cerddoriaeth, cynllunio ieithyddol a pholisi iaith . Dangos dealltwriaeth arbennig a’r gallu i werthuso’n feirniadol rôl mudiadau iaith fel symudiad cymdeithasol newydd gan gynnig trosolwg a dadansoddiad gwreiddiol o brif hanfodion maes cynllunio ieithyddol a pholisi iaith yng Nghymru yn ogystal.

Learning outcomes

    1. Arddangos dealltwriaeth a gwerthfawrogiad eang o hanes mudiadau iaith yng Nghymru.

    2. Dangos dealltwriaeth o ddamcaniaethau ‘symudiad cymdeithasol newydd’

    3. Dangos ymwybyddiaeth a dealltwriaeth o brif rôl gwahanol ddulliau o brotest ac adeiladu consensws.

    4. Medru gwerthuso’n feirniadol datblygiad polisi a chynllunio ieithyddol o fewn y fframweithiau damcaniaethol addas.

    5. Deall a dadansoddi’r feirniadol brif gysyniadau allweddol maes Cynllunio Ieithyddol yng Nghymru.

    6. Cyflwyno darpariaeth Gymraeg o fewn bywyd cyhoeddus yng Nghymru mewn modd beirniadol.

Assessment Methods

Type Name Description Weight
Cyflwyniad Llafar 50
Aseiniad 50

Teaching and Learning Strategy

Hours
Lecture 24
Seminar 11
Private study 172

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
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • 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
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/hac-2009.html

Reading list

Adnoddau / Rhestr Ddarllen / Resources/Reading List :

Awdur / Author

Bl. / Yr
Teitl ayyb / Title etc Arzoz, X. (2008) Respecting linguistic diversity in the European Union Amsterdam; Philadelphia: J. Benjamins Pub. Co Bochel, H. (2014) Social Policy [e-lyfr] Hoboken : Taylor and Francis. Yn enwedig pennod 4 “The Politics and Governance of Social Policy” a 4 “Devolution and Social Policy” Chaney, P. & Wincott, D. (2014) Envisioning the third sector's welfare role: Critical discourse analysis of 'post-devolution' public policy in the UK 1998-2012. Social Policy and Administration 48(7), pp. 757-781. (10.1111/spol.12062) DeNora, T. (2000) Music in Everyday Life. Cambridge: Cambridge University Press.

Ferguson, G. (2006) Language Planning in Education. Edinburgh: Edinburgh University Press. Fishman, J. (1991) Reversing Language Shift, Clevedon, Avon: Multilingual Matters. Hill, S. (2007) Blerwytirhwng? The Place of Welsh Pop Music. Aldershot: Ashgate Publishing. Hodges, Rh a Prys, C. (2019) The community as a language planning crossroads: macro and micro language planning in communities in Wales, Current Issues in Language Planning, 20:3, 207-225, DOI: 10.1080/14664208.2018.1495370

Hodges, Rh; et al. (2015) Defnyddio’r Gymraeg yn y Gymuned: Astudiaeth Ymchwil. Caerdydd: Llywodraeth Cymru. Hodges, Rh. (2014) 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. Hodges, Rh. (2012) Welsh-medium Education and parental incentives – the case of the Rhymni Valley, Caerffili’ in International Journal of Bilingual Education and Bilingualism 2012. 1-19. Hogan-Brun, G & O’Rourke, B (2019) The Palgrave Handbook of Minority Languages and Communities (Pennod Daniel Cunliffe ar Minority Languages and Social Media) Labov, W., (2006) The Social Stratification of English in New York City. Cambridge: Cambridge University Press Lewis, G. (2008) Hawl i’r Gymraeg. Talybont: Y Lolfa Llywodraeth Cymru (2017) Cymraeg 2050: Miliwn o Siaradwyr. Caerdydd: Llywodraeth Cymru Llywodraeth Cymru (2019) Mwy na Geiriau: Cynllun Gweithredu 2019-2020. Gofal da, gofal dwyieithog. Madoc-Jones, I., Parry, O. & Hughes, C., (2012) Minority language non-use in service settings: what we know, how we know it and what we might not know. Current Issues in Language Planning, 13(3), pp.249–262. Madoc-Jones, I., Parry, O. & Jones, D., (2013) The “Chip Shop Welsh”: Aspects of “Welsh Speaking” Identity in Contemporary Wales. Studies in Ethnicity and Nationalism, 13(3), pp.394–411. Morris, D. (2010) Welsh in the Twenty-First Century. Caerdydd: Gwasg Prifysgol Cymru Parry, R. Gwynedd (2012) Cymru’r Gyfraith: Sylwadau ar Hunaniaeth Gyfreithiol. Caerdydd: Gwasg Prifysgol Cymru. Pertot, S, Preistly, T and Williams, C.H. (2009) Rights, Promotion and Integration Issues for Minority Languages in Europe. Hampshire: Palgrave Macmillan Phillips, D. (1998) Trwy Ddulliau Chwyldro: Hanes Cymdeithas yr Iaith, 1962-92. Llandysul, Gomer. Redknap, C; Lewis, W.G, Williams, S.Rh, a Laugharne, J. (2006) Addysg Cyfrwng Cymraeg a Dwyieithog, Bangor: Ysgol Addysg Prifysgol Cymru, Bangor. Ricento, T. (gol.) (2006) An Introduction to Language Policy: Theory and Method. Malden, Oxford, Victoria: Blackwell Publishing Thomas, H. S. and Williams, C.H (2013) Parents, personalities and power: Welsh-medium schools in South-East Wales. Cardiff: University of Wales Press. Wyn Williams, I. (gol.) (2002) Gorau Arf – Hanes Sefydlu Ysgolion Cymraeg 1939-2000, Talybont: Y Lolfa

Gwefannau Defnyddiol / Useful Internet Sources :

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

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:

Optional in courses: