[28] Using Language Planning and a Mesh approach to Construct a Bilingual Learning Community – building an architectural dream.

PRESENTATION

Using Language Planning and a Mesh approach to Construct a Bilingual Learning Community – building an architectural dream.

Author (s)

Miriam Leigh Lecturer
College of Human and Health Sciences

 

Abstract

This session is valuable for those teachers seeking to better support our bilingual or Welsh speaking students and provide bilingual teaching and learning opportunities. Ideas will be shared about how you can plan a module or whole Programme, and employ certain strategies that will help to construct a bilingual learning community, and be inclusive of student bilingual identities. Language planning is an approach that considers the learners’ personal development and academic attainment. The session details my own learning journey, in constructing the Social Work Programme’s Bilingual Provision and approach. Before constructing a Mesh approach to the provision, I considered such things as philosophies of learning, cognitive and psychological factors, learning theories, and such things as language placement and location, narratives and ethics.

Structuring inclusive provision is more than providing in-class Welsh medium teaching, or permitting learners to write their assignments in their preferred language. Norms, narratives, relationships, cultures and the wider landscape have to be re-considered and possibly re-built. Understanding and responding to the concept of bilingual provision starts with the surveyors’ eye, and this session will help you to survey your own teaching landscape.

Language is essential for constructing meaning, and is critical to the learning process. For the learner, bilingual teaching may be about providing the opportunity to access and understand subjects in both languages, as meanings and cognitive processes use both languages. It’s also about inclusion and equality, and respecting learners’ needs. It therefore requires us to exercise our ethical vantage points to question how we teach and contribute to the constructions that exist.

Undertaking archaeological digs in the form of audits, gathering feedback from students, colleagues and partners, and discovering the narratives that exist, enables the teacher to formulate their own understanding of the learners’ experience, and of the wider landscape. Plans can then be drawn and building can begin on purpose-built constructions aimed at meeting learning objectives, promoting positive experiences and identities, and supporting learner and teacher communities, which all help to make secure the students’ success and employability.

Language planning embeds the concept of the individual’s own language development, and is not just about respecting a learners’ linguistic skills, but acknowledges that bilingual identities change over time. Language planning maximises the learner’s academic attainment and cognitive development and our learners are themselves contributors to the process of surveying, planning, designing, and building our bilingual learning provision.

Mesh is a substance used in Engineering, Physics, Metallurgy and the construction trade, but is also replicated in Wittgenstein’s philosophies, Systems theory and elsewhere. This session will help you to consider your own constructions, and what type of Mesh will enable you to move forward with your own ambitions, with regards to bilingual provision. The strategies that will be shared reflect the requirements of the Welsh Language Standards, the Welsh Language Commissioner and Welsh Government objectives for Higher Education and certain professions, such as that of Health, Social Care, and Social Work.

The session will be delivered by Miriam Leigh, Lecturer at the Social Work Programme, who is a Coleg Cymraeg Cenedlaethol Lecturer, and will be delivered twice, in Welsh and in English.

Session Outline

The presentation will be delivered using Powerpoint, with an opportunity to discuss delegates’ own experiences and approaches. The presentation is founded on the conference theme, and encourages delegates to consider the impact of language planning on student learning, attainment and employability. Bilingual learners who speak Welsh or another language, require Teachers, Module Convenors and Programmes to consider innovative approaches in order to construct learning opportunities, communities and narratives that are inclusive and maximise their full potential. Delegates may wish to contribute their own practices and aspirations, or may use the session as a springboard to develop their own provision.

Key Words

Bilingualism, Language planning, Language communities, Maximising attainment, Employability.

Key Messages

  1. Language planning for bilingual learners ensures the learners’ access to and understanding of the information being taught, which in turn, helps the learner to construct meanings.
  2. Seeking feedback, and undertaking an audit of such things as the narratives, language location and teaching methods provides an understanding of how the learning opportunities support the students’ bilingual identity, the bilingual community and the individual’s language development.
  3. Using a Mesh approach enables the teacher to construct bilingual learning experiences that impact the students’ personal and academic development, and maximizes their attainment and employability.

 

 

MANYLION EICH CYNNIG

Rhif y Sesiwn: 28

Teitl: Defnyddio Cynllunio Ieithyddol a thriniaeth Rhwyll i Adeiladu Cymuned Addysgu Ddwyieithog – adeiladu breuddwyd bensaernïol.

Math: CYFLWYNIAD

Awdur (on) Miriam Leigh

Testun Crynodeb

Bydd y sesiwn hwn yn werthfawr i’r addysgwyr rheini sy’n ceisio cefnogi ein myfyrwyr dwyieithog neu gyfrwng Cymraeg yn well, a darparu addysg ddwyieithog a chyfleoedd dysgu. Rhennir syniadau ynghylch sut y gallwch gynllunio modiwl neu Raglen gyfan, a defnyddio strategaethau arbennig fydd yn helpu llunio cymuned dysgu ddwyieithog, a bod yn gynhwysol o hunaniaethau dwyieithog. Mae cynllunio ieithyddol yn driniaeth sy’n ystyried datblygiad personol a chyrhaeddiad academaidd dysgwyr. Mae’r sesiwn yn manylu ar fy nhaith ddysgu fy hun, yn llunio Darpariaeth Ddwyieithog a thriniaeth y Rhaglen Gwaith Cymdeithasol. Cyn adeiladu triniaeth Rhwyll i’r ddarpariaeth, ystyriais y fath bethau ag athronaethau dysgu, ffactorau meddyliol a seicolegol, theorïau dysgu, a’r fath bethau â gosodiad a lleoliad iaith, adroddiad a moesau.

 

Mae strwythuro darpariaeth gynhwysol yn fwy na darparu addysgu cyfrwng Cymraeg yn y dosbarth, neu alluogi dysgwyr i ysgrifennu eu haseiniadau yn eu hiaith ddewisol. Rhaid ail ystyried ac efallai ailadeiladu normau, adroddiadau, perthnasau, diwylliannau a’r dirwedd ehangach. Mae deall ac ymateb i’r cysyniad o ddarpariaeth ddwyieithog yn dechrau gyda llygaid y tirfesuryddion, a bydd y sesiwn hwn yn eich helpu i dirfesur eich tirwedd addysgu eich hun.

 

Mae iaith yn hanfodol wrth adeiladu ystyr, ac yn gritigol i’r broses ddysgu. I’r dysgwr, gall addysgu dwyieithog fod ynghylch darparu’r cyfle i fyned i a deall pynciau yn y ddwy iaith, am fod ystyron a phrosesau meddyliol yn defnyddio’r ddwy iaith. Mae hefyd ynghylch cynhwysedd a chydraddoldeb, a pharchu anghenion dysgwyr. Mae felly’n ofynnol inni ymarfer ein mannau ffafriol moesol i ofyn sut ydym yn addysgu ac yn cyfrannu i’r adeiladwaith sy’n bodoli.

 

Mae ymgymryd â phaliadau archaeolegol mewn ffurf archwiliadau, casglu adborth gan fyfyrwyr, cydweithwyr a phartneriaid, a darganfod yr adroddiadau sy’n bodoli, yn galluogi’r addysgwr i fformiwleiddio ei ddealtwriaeth/dealltwriaeth ei hun o brofiad y dysgwyr ac o’r dirwedd ehangach. Gellir llunio cynlluniau wedyn a gellir dechrau adeiladu adeiladau pwrpasol wedi eu hanelu at gwrdd ag amcanion dysgu, hyrwyddo profiadau a hunaniaethau positif, a chefnogi cymunedau dysgwyr ac addysgwyr, sydd bob un yn helpu i sicrhau llwyddiant a chyflogadwyedd myfyrwyr.

 

Mae cynllunio ieithyddol yn plannu’r cysuniad o ddatblygiad ieithyddol yr unigolyn ei hun, ac nid ynghylch parchu sgiliau ieithyddol dysgwr yn unig, ond yn cydnabod bod hunaniaethau dwyieithog yn newid dros amser. Mae cynllunio ieithyddol yn uchafrifo cyrhaeddiad academaidd a dablygiad meddyliol y dysgwr ac mae ein dysgwyr eu hunain yn gyfranwyr i’r broses o arolygu, cynllunio, dylunio, ac adeiladu ein darpariaeth addysgu dwyieithog.

Mae rhwyll yn sylwedd a ddefnyddir mewn Peirianwaith, Ffiseg, Metalwaith a’r grefft adeiladu, ond fe’i ddyblygir hefyd yn athroniaethau, Theori Systemau a theorïau Wittgenstein a manau eraill. Bydd y sesiwn hwn yn eich helpu i ystyried eich adeiladwaith eich hun, a pha fath o Rwyll fydd yn eich galluogi i symud ymlaen gyda’ch uchelgeisiau personol, o ran darpariaeth ddwyieithog. Bydd y strategaethau a rennir yn adlewyrchu gofynion Safonau’r Iaith Gymraeg, Comisiynydd yr Iaith Gymraeg ac amcanion Llywodraeth Cymru ar gyfer Addysg Uwch a galwedigaethau arbennig, er enghraifft Iechyd, Gofal Cymdeithasol, a Gwaith Cymdeithasol.

Traethir y sesiwn gan Miriam Leigh, Darlithydd yn y Rhaglen Gwaith Cymdeithasol, sydd yn ddarlithydd y Coleg Cymraeg Cenedlaethol, ac fe’i draethodir ddwywaith, yn Gymraeg ac yn Saesneg.

Penderfyniad: DERBYN

Amlinelliad y Sesiwn

Traddodir y cyflwyniad gan ddefnyddio Powerpoint, gyda chyfle i drafod profiadau a thriniaethau dirprwyon eu hunain. Sefydlir y cyflwyniad ar thema’r gynhadledd, ac mae’n annog dirprwyon i ystyried effaith cynllunio ieithyddol ar ddysgu, cyrhaeddiad a chyflogadwyedd myfyrwyr. Mae ar ddysgwyr dwyieithiog sy’n siarad Cymraeg neu iaith arall, angen i Addysgwyr, Cyd-drefnwyr Modiwlau a Rhaglenni i ystyried triniaethau dyfeisgar er mwyn creu cyfleoedd, cymunedau a naratif dysgu sy’n gynhwysol ac yn uchafrifo eu potensial llawn. Efallai bydd dirprwyon yn dymuno cyfrannu eu hymarfer a’u dyheadau eu hunain, neu efallai defnyddiant y sesiwn fel sbringfwrdd i ddatblygu eu darpariaeth eu hunain.

Cyfarpar sydd ei angen

Cluniadur i gyflwyno cyflwyniad Powerpoint, a sgrîn.

Negeseuon allweddol

  1. Mae cynllunio ieithyddol i ddysgwyr dwyieithog yn sicrhau mynediad dysgwyr i a dealltwriaeth o’r wybodaeth a addysgir, sydd yn ei dro, yn helpu’r dysgwr i greu ystyron.
  2. Mae gofyn am adborth, ac ymgymryd ag archwiliad o’r fath bethau a naratïfau, lleoliad iaith a dulliau addysgu yn darparu dealltwriaeth o sut mae’r cyfleoedd yn cefnogi hunaniaeth ddwyieithog y myfyrwyr, y gymuned ddwyieithog a datblygiad ieithyddol yr unigolyn.
  3. Mae defnyddio Rhwyll yn galluogi’r addysgwr i greu profiadau dysgu dwyieithog sy’n dylanwadu ar ddatblygiad personol ac academaidd y myfyrwyr, ac yn uchafrifo eu cyrhaeddiad a chyflogadwyedd.

Geiriau Allweddol

Dwyieithrwydd, Cynllunio Ieithyddol, Cymunedau Ieithyddol, Uchafrifo cyrhaeddiad, Cyflogadwyedd.

 

 

 

 

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