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Exploring bilinguals’ social use of language inside and out of the minority language classroom / Bo Hi Mon Thomas and Dylan Bryn Roberts
// Language and education 2011, Vol25, N.2 2011p. 89-108 This paper examines bilingual children’s use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language backgrounds, their use of language at school (inside and out of the classroom) and in the wider community, their self-ratings about their linguistic competence in Welsh and in English and their attitudes towards Welsh and English and towards bilingualism per se. Whilst the results, in general, demonstrated a positive attitude towards bilingualism, there was a clear trend towards favouring the use of English outside the classroom. This pattern was mediated by language experiences and perceived language abilities within the individual. The implications of the findings for language policy and planning in education and in minority situations are discussed
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Polish new speakers of Welsh: motivations and learner trajectories / Karolina Rosiak.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 2 2018p.168-181 Based on fieldwork in North West Wales, this article examines motivations of Polish post-2004 migrants to Wales to study Welsh and their learner trajectories on the journey to becoming new speakers. Previous studies on Poles in Wales, based mostly in South West and South Wales, concentrated on various social aspects of the lives of the migrants and barely touched on the linguistic aspects of life in officially bilingual Wales. Drawing on qualitative data obtained through semi-structured interviews from 11 participants, this article contests the claims presented by Barłóg (2010) that Poles are not interested in learning Welsh as they find the language an unnecessary burden. It is suggested that Polish migrants do have positive attitudes towards the Welsh language. However, these attitudes and motivations to learn the language depend on a number of factors such as the strength of Welsh as a community language in a given locality, having children learning Welsh at school as well as family and friends connections to the language.
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Variation in language choice ỉn extended speech ỉn primary schools in Wales: Implications for teacher education / Enlli Môn Thomas, w. Gwyn Lewis and Dafydd Apolloni
// Language and education 2012, Vol26, N.5 2012p. 245-261 Children’s exposure to a minority language is often limited to the education domain. Consequently, educational establishments have an important role to play in maintaining and enhancing the linguistic achievements of minority first language (LI) speakers whilst at the same time developing the competence of those learning it as a second language (L2). This not only involves the provision of continuous exposure to the language, but also the need to elicit extended speech from the child. In order to identify the extent to which Welsh-speaking children (and L2 speakers in particular) are given enough opportunities to participate actively in extended conversations in Welsh, the linguistic interchanges between teacher and child in the classroom were examined in 10 schools across Wales. The results revealed that whilst children do have opportunities to respond in Welsh to verbal requests through extended speech in class, the extent to which L2-speaking children - and boys in particular - engage in such practices is limited. The implications of the results for classroom discourse strategies in minority language contexts are discussed
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