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Welsh for Adults Teaching and Learning Approaches, Methodologies and Resources: a Comprehensive Research Study and Critical Review of the Way Forward

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Welsh for Adults Teaching and Learning Approaches, Methodologies and Resources: a Comprehensive Research Study and Critical Review of the Way Forward 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: 01443 663714 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 2 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 3 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 4 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. 5 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
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