WELSH FOR ADULTS TEACHING AND LEARNING APPROACHES, METHODOLOGIES AND RESOURCES: A COMPREHENSIVE RESEARCH STUDY AND CRITICAL REVIEW OF THE WAY FORWARD Dr Dr Diarmait Mac Giolla Chríost (Cardiff University) With Dr Patrick Carlin (Cardiff University), Professor Sioned Davies (Cardiff University), Dr Tess Fitzpatrick, 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). May 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 May 2012. 1 The truth of the matter is that about 99 percent of teaching is making the students feel interested in the material. Then the other 1 percent has to do with your methods (Chomsky, 1988: 182). Theoretical fashions can push language teaching towards extreme positions where important components are sidelined or dropped altogether [...] I began by claiming that our professional landscape has become very complex, offering a bewildering variety of features for our attention. I have suggested that there are, however, main roads through this complicated terrain. If we keep to these roads most of the time, we will be better placed to make useful side trips to benefit from the many interesting and instructive features that can be found along the way, without getting totally distracted and disoriented as we do so. In this way, we can perhaps not only travel hopefully, but also arrive (Swan, 2006: 53-4). 2 CONTENTS List of Terms, Abbreviations and Acronyms pp. 5-6 Glossary of Levels p. 7 Executive Summary p. 8 List of Charts, Figures and Tables pp. 9-17 Introduction pp. 18-20 Section One: Literature Review of International Research on Second Language Acquisition pp. 21-49 Section Two: Evaluation of Welsh for Adults Teaching Materials in the Light of Current Research pp. 50-75 Section Three: Description and Analysis of Fieldwork Results pp. 76-209 Section Four: Conclusions and Recommendations pp. 210-219 Section Five: References pp. 220-235 Section Six: Appendices pp. 236-323 Appendix One: List of Stakeholders p. 237 Appendix Two: List of WfA Language Varieties pp. 238-245 Appendix Three: List of WfA Materials pp. 246-255 Appendix Four: Fieldwork Questionnaires pp. 256-291 3 Appendix Five: Drilling pp. 292-308 Appendix Six: CEFR p. 309 Appendix Seven: CEFR and ALTE pp. 310-311 Appendix Eight: TBL Tasks pp. 312-321 Appendix Nine: De-Suggestopedia Concert Texts pp. 322-323 4 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 5 NWC North Wales Welsh for Adults Centre OU Open University 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 6 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 7 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 a distinctive characteristic of the sector. 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 more generally. The current WfA approach is broadly structural with communicative features. As such, it can be described as a post- methods approach, in line 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. The results of this research 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 each case, while these recommended changes or innovations arise from either the international research or the original research at the core of this project, such recommendations are set in the context of current practice in WfA. Some of the recommendations have implications with regard to cost. In these cases estimated cost implications have been calculated and are presented for the purposes of informed discussion. The recommendations are set out in Section Four of this report. They are set in the context of the research in Section Three of this report. 8 LIST OF CHARTS, FIGURES AND TABLES Chart 1 Learners’ responses to Question [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 [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