The Implementation of the National Curriculum in Wales PRYDWEN
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The Role and Importance of the Welsh Language in Wales's Cultural Independence Within the United Kingdom
The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom Sylvain Scaglia To cite this version: Sylvain Scaglia. The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom. Linguistics. 2012. dumas-00719099 HAL Id: dumas-00719099 https://dumas.ccsd.cnrs.fr/dumas-00719099 Submitted on 19 Jul 2012 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITE DU SUD TOULON-VAR FACULTE DES LETTRES ET SCIENCES HUMAINES MASTER RECHERCHE : CIVILISATIONS CONTEMPORAINES ET COMPAREES ANNÉE 2011-2012, 1ère SESSION The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom Sylvain SCAGLIA Under the direction of Professor Gilles Leydier Table of Contents INTRODUCTION ................................................................................................................................................. 1 WALES: NOT AN INDEPENDENT STATE, BUT AN INDEPENDENT NATION ........................................................ -
People, Places and Policy
People, Places and Policy Set within the context of UK devolution and constitutional change, People, Places and Policy offers important and interesting insights into ‘place-making’ and ‘locality-making’ in contemporary Wales. Combining policy research with policy-maker and stakeholder interviews at various spatial scales (local, regional, national), it examines the historical processes and working practices that have produced the complex political geography of Wales. This book looks at the economic, social and political geographies of Wales, which in the context of devolution and public service governance are hotly debated. It offers a novel ‘new localities’ theoretical framework for capturing the dynamics of locality-making, to go beyond the obsession with boundaries and coterminous geog- raphies expressed by policy-makers and politicians. Three localities – Heads of the Valleys (north of Cardiff), central and west coast regions (Ceredigion, Pembrokeshire and the former district of Montgomeryshire in Powys) and the A55 corridor (from Wrexham to Holyhead) – are discussed in detail to illustrate this and also reveal the geographical tensions of devolution in contemporary Wales. This book is an original statement on the making of contemporary Wales from the Wales Institute of Social and Economic Research, Data and Methods (WISERD) researchers. It deploys a novel ‘new localities’ theoretical framework and innovative mapping techniques to represent spatial patterns in data. This allows the timely uncovering of both unbounded and fuzzy relational policy geographies, and the more bounded administrative concerns, which come together to produce and reproduce over time Wales’ regional geography. The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. -
Thomas Edward Ellis Papers (GB 0210 TELLIS)
Llyfrgell Genedlaethol Cymru = The National Library of Wales Cymorth chwilio | Finding Aid - Thomas Edward Ellis Papers (GB 0210 TELLIS) Cynhyrchir gan Access to Memory (AtoM) 2.3.0 Generated by Access to Memory (AtoM) 2.3.0 Argraffwyd: Mai 04, 2017 Printed: May 04, 2017 Wrth lunio'r disgrifiad hwn dilynwyd canllawiau ANW a seiliwyd ar ISAD(G) Ail Argraffiad; rheolau AACR2; ac LCSH Description follows ANW guidelines based on ISAD(G) 2nd ed.;AACR2; and LCSH https://archifau.llyfrgell.cymru/index.php/thomas-edward-ellis-papers-2 archives.library .wales/index.php/thomas-edward-ellis-papers-2 Llyfrgell Genedlaethol Cymru = The National Library of Wales Allt Penglais Aberystwyth Ceredigion United Kingdom SY23 3BU 01970 632 800 01970 615 709 [email protected] www.llgc.org.uk Thomas Edward Ellis Papers Tabl cynnwys | Table of contents Gwybodaeth grynodeb | Summary information .............................................................................................. 3 Hanes gweinyddol / Braslun bywgraffyddol | Administrative history | Biographical sketch ......................... 4 Natur a chynnwys | Scope and content .......................................................................................................... 4 Trefniant | Arrangement .................................................................................................................................. 5 Nodiadau | Notes ............................................................................................................................................. 5 Pwyntiau -
Welsh-Medium and Bilingual Education
WELSH-MEDIUM AND BILINGUAL EDUCATION CATRIN REDKNAP W. GWYN LEWIS SIAN RHIANNON WILLIAMS JANET LAUGHARNE Catrin Redknap leads the Welsh Language Board pre-16 Education Unit. The Unit maintains a strategic overview of Welsh-medium and bilingual education and training. Before joining the Board she lectured on Spanish and Sociolinguistics at the University of Cardiff. Gwyn Lewis lectures in the College of Education and Lifelong Learning at the University of Wales, Bangor, with specific responsibility for Welsh language education within the primary and secondary teacher training courses. A joint General Editor of Education Transactions, his main research interests include Welsh-medium and bilingual education, bilingualism and child language development. Sian Rhiannon Williams lectures on History at the University of Wales Institute Cardiff. Her research interests include the history of women in the teaching profession and other aspects of the history of education in Wales. Based on her doctoral thesis, her first book was a study of the social history of the Welsh language in industrial Monmouthshire. She has published widely on the history of Gwent and on women’s history in Wales, and has co- edited a volume on the history of women in the south Wales valleys during the interwar period. She is reviews editor of the Welsh Journal of Education. Janet Laugharne lectures in the Cardiff School of Education, University of Wales Institute Cardiff, and is the School’s Director of Research. She is interested in bilingualism and bilingual education and has written on this area in relation to Welsh, English and other community languages in Britain. She is one of the principal investigators for a project, commissioned by the Welsh Assembly Government, to evaluate the implementation of the new Foundation Stage curriculum for 3-7 year-olds in Wales. -
John Leland's Itinerary in Wales Edited by Lucy Toulmin Smith 1906
Introduction and cutteth them out of libraries, returning home and putting them abroad as monuments of their own country’. He was unsuccessful, but nevertheless managed to John Leland save much material from St. Augustine’s Abbey at Canterbury. The English antiquary John Leland or Leyland, sometimes referred to as ‘Junior’ to In 1545, after the completion of his tour, he presented an account of his distinguish him from an elder brother also named John, was born in London about achievements and future plans to the King, in the form of an address entitled ‘A New 1506, probably into a Lancashire family.1 He was educated at St. Paul’s school under Year’s Gift’. These included a projected Topography of England, a fifty volume work the noted scholar William Lily, where he enjoyed the patronage of a certain Thomas on the Antiquities and Civil History of Britain, a six volume Survey of the islands Myles. From there he proceeded to Christ’s College, Cambridge where he graduated adjoining Britain (including the Isle of Wight, the Isle of Man and Anglesey) and an B.A. in 1522. Afterwards he studied at All Souls, Oxford, where he met Thomas Caius, engraved map of Britain. He also proposed to publish a full description of all Henry’s and at Paris under Francis Sylvius. Royal Palaces. After entering Holy Orders in 1525, he became tutor to the son of Thomas Howard, Sadly, little or none of this materialised and Leland appears to have dissipated Duke of Norfolk. While so employed, he wrote much elegant Latin poetry in praise of much effort in seeking church advancement and in literary disputes such as that with the Royal Court which may have gained him favour with Henry VIII, for he was Richard Croke, who he claimed had slandered him. -
Download Report
Independent national experts network in the area of adult education/adult skills Full Country Report – United Kingdom Written by Mark Ravenhall October - 2017 Social Europe EUROPEAN COMMISSION Directorate-General for Employment, Social Affairs and Inclusion Directorate E — Skills Unit E.3 — VET, Apprenticeship and Adult Learning Contact: Mantas Sekmokas E-mail: [email protected] European Commission B-1049 Brussels EUROPEAN COMMISSION Independent national experts network in the area of adult education/adult skills Full country report - United Kingdom European Commission Directorate-General for Employment Social Affairs and Inclusion Directorate E - Skills 2018 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. More information on the European Union is available on the Internet (http://www.europa.eu). Luxembourg: Publications Office of the European Union, 2018 © European Union, 2018 Reproduction is authorised provided the source is acknowledged. For any use of materials which are not under the European Union copyright, permission must be sought directly from the copyright holder(s) indicated. 4 CONTENTS 1.0 COUNTRY OVERVIEW ............................................................................................. 6 Key statistical indicators ................................................................................ 6 Progress against Country Specific Recommendations (CSRs) and National Reform Programme ..................................................................................... 12 2.0 BRIEF OVERVIEW OF ADULT LEARNING SYSTEM ..................................................... -
International Colloquium on Education: British and American Perspectives (4Th, Swansea, Wales, United Kingdom, May 22-24, 1995)
DOCUMENT RESUME ED 403 238 SP 037 098 TITLE International Colloquium on Education: British and American Perspectives (4th, Swansea, Wales, United Kingdom, May 22-24, 1995). Proceedings. INSTITUTION Wales Univ., Swansea. Dept. of Education. REPORT NO ISBN-0-90094-438-2 PUB DATE May 95 NOTE 148p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Action Research; *College School Cooperation; Cooperative Learning; Educational Change; *Educational Environment; *Educational Policy; Educational Research; Elementary Secondary Education; English (Second Language); Foreign Countries; Higher Education; High Risk Students; Inservice Teacher Education; *Instructional Leadership; Language Minorities; Mathematics Education; Minority Group Teachers; *Partnerships in Education; Standards; Student Evaluation IDENTIFIERS United States; University of Wales Swansea; University of Wisconsin la Crosse; Wales ABSTRACT This collection of studies represents collaboration between the Departments of Education of theUniversity of Wales Swansea and the University of Wisconsin-La Crosse. The papers are as follows: (1) "Analysing the Social Climate of Schools andClassrooms" (Robert W. Bilby);(2) "Reading Whose World?" (Diane Cannon);(3) "The National Council of Teachers of Mathematics' Standards:Systemic Change for the Twenty-first Century" (M. ElizabethCason); (4) "Developing Baseline Assessment: A Useful Tool or.a NecessaryEvil?" (Gill Harper-Jones);(5) "A Critical Analysis of Identification, Evaluation, Placement and Programming Processes for Studentsin the United States Who Are Identified as Having ExceptionalNeeds" (Hal Hiebert); (6) "The Effects of Recent Government Policy on the Provision of English Language Instruction for Children ofEthnic Minorities in South Wales" (Graham Howells); (7) "Cooperative Learning in the Workshop: Integrating Social Skills, GroupRoles and Processing to Facilitate Learning in the Integrated Language Arts Classroom" (Carol A. -
RADYR CHAIN Free to Every Home in Radyr and Morganstown Number 196 October 2011 Community Environmental Event Held in Windsor Gardens…
The Official Opening of the Refurbished Dan y Bryn Cheshire Home The gardens have been newly landscaped. There is a closed area full of new plants and bushes, kindly provided by Pugh’s Garden Centre, the new garden to the rear of the building is set amongst the trees and to the south a new lawn where more recently you would have seen a host of portacabins and builders rubble. What a transformation! This Victorian building has been converted into a modern purpose designed home for thirty residents, all enjoying their own privacy whilst receiving first-class medical and residential support from a dedicated team of professionals. As a community, we should be proud of this home situated in the centre of our village and give it all the support we can – both financially and in voluntary time for a good cause. Funds have been On Monday, 5th September, Mark been converted into more en-suite provided for this project by Leonard Drakeford, AM, officially opened the accommodation. Cheshire Disability, Henry Smith Charity, final stage of the three stage the Big Lottery Fund, sponsors and local The invited guests, all supporters of the redevelopment of Dan y Bryn Cheshire supporters. You will recall last year, charity, were given a conducted tour Home. Professor Simon Smail, Regional Martin Williams, a resident of the home, around the premises and were impressed board member of Leonard Cheshire was pushed up Snowden in his with the quality of the building, the Disability, introduced Mr. Drakeford and wheelchair to raise funds for this project. outlined the improvements which have innovation of new technology and the taken place over the last two years. -
Integrating Sustainable Development and Children's Rights
social sciences $€ £ ¥ Article Integrating Sustainable Development and Children’s Rights: A Case Study on Wales Rhian Croke 1,*, Helen Dale 2 , Ally Dunhill 3, Arwyn Roberts 2 , Malvika Unnithan 4 and Jane Williams 5 1 Hillary Rodham Clinton School of Law, Swansea University, Swansea SA2 8PP, UK 2 Lleisiau Bach/Little Voices, National Lottery People and Places Fund 2012-2020, Swansea and Bangor University, Swansea SA2 8PP, UK; [email protected] (H.D.); [email protected] (A.R.) 3 Independent Consultant and Researcher, Kingston Upon Hull HU6 8TA, UK; [email protected] 4 Northumbria University Law School, Newcastle upon Tyne NE1 8ST, UK; [email protected] 5 Observatory on the Human Rights of Children, Swansea University, Swansea SA2 8PP, UK; [email protected] * Correspondence: [email protected] or [email protected] Abstract: The global disconnect between the Sustainable Development Goals (SDGs) and the Conven- tion on the Rights of the Child (CRC), has been described as ‘a missed opportunity’. Since devolution, the Welsh Government has actively pursued a ‘sustainable development’ and a ‘children’s rights’ agenda. However, until recently, these separate agendas also did not contribute to each other, al- though they culminated in two radical and innovative pieces of legislation; the Rights of Children and Young Persons (Wales) Measure (2013) and the Well-being and Future Generations (Wales) Act (2015). This article offers a case study that draws upon the SDGs and the CRC and considers how recent Citation: Croke, Rhian, Helen Dale, Ally Dunhill, Arwyn Roberts, guidance to Welsh public bodies for implementation attempts to contribute to a more integrated Malvika Unnithan, and Jane Williams. -
The Social Identity of Wales in Question: an Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth
Linfield University DigitalCommons@Linfield Fulbright Grantee Projects Office of Competitive Scholarships 8-3-2012 The Social Identity of Wales in Question: An Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth Clara Martinez Linfield College Follow this and additional works at: https://digitalcommons.linfield.edu/fulbright Part of the Critical and Cultural Studies Commons, and the International and Intercultural Communication Commons Recommended Citation Martinez, Clara, "The Social Identity of Wales in Question: An Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth" (2012). Fulbright Grantee Projects. Article. Submission 4. https://digitalcommons.linfield.edu/fulbright/4 This Article is protected by copyright and/or related rights. It is brought to you for free via open access, courtesy of DigitalCommons@Linfield, with permission from the rights-holder(s). Your use of this Article must comply with the Terms of Use for material posted in DigitalCommons@Linfield, or with other stated terms (such as a Creative Commons license) indicated in the record and/or on the work itself. For more information, or if you have questions about permitted uses, please contact [email protected]. Fulbright Summer Institute: Wales 2012 The Social Identity of Wales in Question: An Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth Clara Martinez Reflective Journal Portfolio Fulbright Wales Summer Institute Professors August 3, 2012 Table of Contents Introduction -
Bangor University DOCTOR of PHILOSOPHY Factors Influencing
Bangor University DOCTOR OF PHILOSOPHY Factors Influencing Welsh Medium School Pupils’ Social Use of Welsh Owen, John Award date: 2018 Awarding institution: Bangor University Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 Factors Influencing Welsh Medium School Pupils’ Social Use of Welsh John Aled Owen School of Education Bangor University 2018 ABSTRACT During the modern period the Welsh language experienced continual decline, as a result of governmental hostility, lack of official recognition, public apathy and the social upheaval of the industrial revolution. At the turn of the twentieth century, however, as Welsh became a minority language in Wales, there grew an increasing recognition that the school system was key to the safeguarding and revitalisation of the language. Welsh finally became a compulsory language up to GCSE (16+) level in all state schools in Wales in 1999. -
Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge
Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge 1 INTRODUCTION The Welsh language emerged from the increasing dialect differentiation of the ancestral Brythonic language (also known as British or Brittonic) in the wake of the withdrawal of the Roman administration from Britain and the subsequent migration of Germanic speakers to Britain from the fifth century. Conventionally, Welsh is treated as a separate language from the mid sixth century. By this time, Brythonic speakers, who once occupied the whole of Britain apart from the north of Scotland, had been driven out of most of what is now England. Some Brythonic-speakers had migrated to Brittany from the late fifth century. Others had been pushed westwards and northwards into Wales, western and southwestern England, Cumbria and other parts of northern England and southern Scotland. With the defeat of the Romano-British forces at Dyrham in 577, the Britons in Wales were cut off by land from those in the west and southwest of England. Linguistically more important, final unstressed syllables were lost (apocope) in all varieties of Brythonic at about this time, a change intimately connected to the loss of morphological case. These changes are traditionally seen as having had such a drastic effect on the structure of the language as to mark a watershed in the development of Brythonic. From this period on, linguists refer to the Brythonic varieties spoken in Wales as Welsh; those in the west and southwest of England as Cornish; and those in Brittany as Breton. A fourth Brythonic language, Cumbric, emerged in the north of England, but died out, without leaving written records, in perhaps the eleventh century.