welsh for adults teaching and learning approaches, methodologies and resources

324 Pages·2013·2.77 MB·English

Welsh for Adults teaching
and learning approaches,
methodologies and resources:
a comprehensive research study and
critical review of the way forward
Professor Diarmait Mac Giolla Chríost (Cardiff University)
With Dr Patrick Carlin (Cardiff University), Professor Sioned Davies (Cardiff
University), Dr Tess Fitzpatrick (Swansea University), Anys Pyrs Jones (Cardiff
University), Dr Rachel Heath-Davies (Cardiff University), Jennifer Marshall
(Cardiff University), Steve Morris (Swansea University), Dr Adrian Price
(Cardiff University), Dr Robert Vanderplank (Oxford University), Dr Catherine
Walter (Oxford University) and Professor Alison Wray (Cardiff University).
September 2012
This research was sponsored by the Department for Education and Skills, the Welsh
Government (formerly the Department for Children, Education, Lifelong Learning and Skills,
the Welsh Assembly Government) [contract number C45-2009/10], and was conducted
during the period between May 2010 and June 2012.
Welsh for Adults teaching and learning approaches,
methodologies and resources: a comprehensive research
study and critical review of the way forward
Audience
Welsh for Adults centres, further education institutions, higher education
institutions, local authorities, Estyn, National Institute of Adult Continuing
Education (NIACE).
Overview
This document sets out the examination of the pertinent international
research literature and current Welsh for Adults materials and practices, as
well as to conduct original research in the field. Its aim is to give informed
consideration to how teaching and learning in Welsh for Adults might be
improved. The work was completed by Cardiff University on behalf of the
Welsh Government.
Further information
Enquiries about this document should be directed to:
Welsh in Education Unit
Welsh Government
Tyˆ’r Afon
Bedwas
Caerphilly
CF83 8WT
Tel: [phone]
e-mail: [email protected]
Additional copies
This document is only available on the Welsh Government website at
www.wales.gov.uk/educationandskills
Related documents
Welsh-medium Education Strategy (Welsh Assembly Government, 2010);
A living language: a language for living – Welsh Language Strategy 2012–17
(Welsh Government, 2012)
This document is also available in Welsh.
Digital ISBN 978 0 7504 8540 1
© Crown copyright 2012
WG17197
Contents

List of terms, abbreviations and acronyms 2

Glossary of levels 4

Executive summary 5

List of charts, figures and tables 6

Introduction 15

Section 1: Literature review of international research on second
language acquisition 19

Section 2: Evaluation of Welsh for Adults teaching materials in the
light of current research 48

Section 3: Description and analysis of fieldwork results 74

Section 4: Conclusions and recommendations 206

Section 5: References 216

Section 6: Appendices 234
Appendix 1: List of stakeholders / contributors / consultees / respondents 235
Appendix 2: Varieties of Welsh in the Welsh for Adults materials reviewed by the
research team 236
Appendix 3: List of Welsh for Adults materials examined by the
research team 244
Appendix 4: Fieldwork questionnaires 254
Appendix 5: Drilling 292
Appendix 6: Common European Framework Reference (CEFR) levels 309
Appendix 7: Common European Framework Reference (CEFR) levels and
Association of Language Testers in Europe (ALTE) 310
Appendix 8: Task-Based Learning (TBL) tasks - European Task-Based Activities for
Language Learning (ETALAGE) 312
Appendix 9: De-Suggestopedia concert texts 321
List of terms, abbreviations and acronyms

ALTE Association of Language Testers in Europe

2LA Second Language Acquisition

CEFR Common European Framework Reference Levels

CLIL Content and Language Integrated Learning

CLT Communicative Language Teaching

CVGC Cardiff & Vale of Glamorgan Welsh for Adults Centre

CEG Cronfa Electroneg o Gymraeg

DfES Department for Education and Skills

EFSL English as a Foreign or Second Language (EFL/ESL)

ETALAGE European Task-Based Activities for Language Learning

GmC Glamorgan Welsh for Adults Centre

GwC Gwent Welsh for Adults Centre

L1 First Language

L2 Second Language

MFSL Modern Foreign Second Language

MLAT Modern Language Aptitude Test

MWC Mid-Wales Welsh for Adults Centre

NfER National Foundation for Educational Research

NIACE National Institute of Adult Continuing Education

NWC North Wales Welsh for Adults Centre

OU Open University
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PPP Presentation Practice Production

SSIW Say Something in Welsh

SWWC South-West Wales Welsh for Adults Centre

TBL Task-Based Learning

TEFL Teaching English as a Foreign Language

TESOL Teaching English to Speakers of Other Languages

VAK Visual Auditory Kinesthetic

WfA Welsh for Adults

WJEC Welsh Joint Education Committee

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Glossary of levels

National WfA Other Approximate CEFR
Framework Equivalents Equivalents
Mynediad Wlpan 1 / Mynediad A1
Dwys
Sylfaen Wlpan 2 / Canol- A2
Wlpan / Sylfaen Dwys
Canolradd Pellach B1
Uwch Uwch and Meistroli B2 / C1
Hyfedredd Cefndir, Siawns am C2
Sgwrs, Graenus,
Gloywi

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Executive summary

This research was commissioned to examine the pertinent international research literature and
current WfA materials and practices, as well as to conduct original research in the field, in
order to give informed consideration to how teaching and learning in WfA might be
improved.

WfA practitioners have a strong sense of the origins and subsequent development of the
sector, as defined by certain dominant, early practitioners. The sense of historical continuity
within WfA is in some ways a defining characteristic of the sector. Indeed, certain beliefs,
values and practices illuminate WfA as a wholly distinctive arena of adult second language
acquisition, both in the context of the UK and internationally. That said, it is concluded that
the current WfA approach is not dramatically out of step with current research and practice in
the field of adult second language acquisition generally. The current WfA approach is
broadly structural with communicative features. As such, it can be described as a post-
methods approach, in line to a considerable degree with the mainstream of adult second
language acquisition.

Overall, it is concluded that WfA teaching and learning materials and practices have some
outstanding and many good features. The sector possesses a cohort of authors that has
considerable knowledge, experience and understanding that is of immediate benefit. Also, the
sector possesses a wide range of curricular materials that is of a high quality. WfA has solid
foundations upon which to build.

In considering teaching and learning approaches and methodologies, the nature of teaching
and learning resources, along with the possible future development of the WfA curriculum,
the results of this research are clear in relation to certain specific areas. In particular, there is
no absolute requirement for wholly distinct and separate sets of materials for intensive and
non-intensive courses; and, any new national, course ought to accommodate three regional
varieties of the Welsh language namely North, South-West and South-East varieties of
Welsh; and, there is no basis in the international research for a dramatic shift away from the
current WfA approach towards, for example, a communicative approach.

More specifically again, the results of this research, set out in Section Three, indicate that
there are certain areas where change and innovation ought to be beneficial. These areas
include the following: grammar, drilling, vocabulary, instructional quantity, language variety
and variation, technology, informal learning, learner differences and task-based learning. In
the case of each of these themes a set of recommendations are noted in Section Three. Further
to this, the principal recommendations are described in Section Four of this report and these
are laid out in the context of current practice in WfA. Many of these main recommendations
have implications with regard to new cost to the WfA sector. In these cases estimated cost
implications have been calculated, whether based upon the known costs of similar such items
or the likely costs of human and other required resources. In some cases it is not anticipated
that there will be any new cost implications. In such cases this is clearly stated.

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List of charts, figures and tables

Chart 1 Learners’ responses to Question (or Statement) [henceforth Q] Were learners
to say that they would like to obtain more specific knowledge of grammar,
where in your opinion ought this be available? Answer [henceforth A]
Dedicated sessions in class time

Chart 2 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Dedicated workshops for learners

Chart 3 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Sections in the relevant chapters of the course books

Chart 4 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A section at the back of the book

Chart 5 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A separate book, specially written for the course

Chart 6 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A separate published book, recommended to learners

Chart 7 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Learning materials online

Chart 8 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A ‘Ask-the-expert’ online

Chart 9 Learners’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A learner group online

Chart 10 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Dedicated sessions in class time

Chart 11 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Sections in the relevant chapters of the course books

Chart 12 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A section at the back of the book
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Chart 13 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A separate book, specially written for the course

Chart 14 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A E-materials for learners

Chart 15 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A ‘Ask-the-expert’ online (for learners)

Chart 16 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A learner group online

Chart 17 Tutors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Dedicated workshops for learners

Chart 18 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Dedicated sessions in class time

Chart 19 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Sections in the relevant chapters of the course books

Chart 20 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A section at the back of the book

Chart 21 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A separate book, specially written for the course

Chart 22 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A separate published book, recommended to learners (specify)

Chart 23 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A E-materials for learners

Chart 24 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A ‘Ask-the-expert’ online (for learners)

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Chart 25 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A A learner group online

Chart 26 Authors’ responses to Q Were learners to say that they would like to obtain
more specific knowledge of grammar, where in your opinion ought this be
available? A Dedicated workshops for learners

Chart 27 Tutors’ responses to Q Were tutors to say that they needed to be able to have a
more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A A separate tutor handbook on
grammar

Chart 28 Tutors’ responses to Q Were tutors to say that they needed to be able to have a
more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A The course books that the
learners use

Chart 29 Tutors’ responses to Q Were tutors to say that they needed to be able to have a
more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A E-materials for tutors

Chart 30 Tutors’ responses to Q Were tutors to say that they needed to be able to have a
more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A Ask-the-expert online (for
tutors)

Chart 31 Tutors’ responses to Q Were tutors to say that they needed to be able to have a
more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A A tutors' forum (discussion
board)

Chart 32 Tutors’ responses to Q Were tutors to say that they needed to be able to have a
more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A Dedicated workshops for tutors

Chart 33 Authors’ responses to Q Were tutors to say that they needed to be able to have
a more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A The course books that the
learners use

Chart 34 Authors’ responses to Q Were tutors to say that they needed to be able to have
a more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A A separate tutor handbook on
grammar

Chart 35 Authors’ responses to Q Were tutors to say that they needed to be able to have
a more secure grasp of grammar in order to feel confident while discussing it,
where do you think this ought be available? A A separate published book,
recommended to tutors (specify).
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