Bilingual Education Research in Schools in Wales

Aims of the research

Carry out the first comprehensive survey of its kind on methods of bilingual teaching and learning in Welsh primary and secondary schools

The focus will be on the use of Welsh and English with different groups of pupils in a variety of lessons across the curriculum

Notes for ”Aims of the research”

• The aims of the Bilingual Education in Schools in Wales Research Project was:

- to define and analyze different models of bilingual education in Wales. This is the first such comprehensive survey of bilingual teaching and learning methods in Welsh medium and bilingual schools.

- to focus primarily on teachers' use of Welsh and English as media of teaching and learning with different groups of pupils in a variety of lessons across the primary curriculum (Foundation Phase and KS2) and secondary (KS3-5).

- we did not look specifically at Welsh and English language lessons.

THREE stages to the research:

1. Survey and observe current practice in the classroom

2. Consult with practitioners and consultants

3. Design training materials

Notes for ”THREE stages to the research”

• The research project had three stages:

- survey and observe methods in the use of two languages in the classroom;

- discussions with consultants and practitioners in order to highlight effective strategies for language allocation;

- produce training materials for teachers and teacher trainers to demonstrate effective strategies for bilingual methodology in the classroom.

Research Methodology

1. Observations: class / school

2. Interviews: headteachers / teachers / pupils 3. Case Studies

4. Focus groups / conferences / consultations

Notes for ”Research Methodology ”

• The research used a variety of methods to collect the widest possible qualitative and quantitative evidence, including the following:- Whole school and classroom observations

- Interviews: headteachers / teachers / pupils

- Case studies of individual lessons

- Focus groups / conferences / consultations

How did we select the schools?

Defining schools according to Welsh medium provision

Notes for ” Defining schools according to Welsh medium provision ”

• In October 2007, with the publication of ‘Defining schools according to Welsh medium provision’, new definitions were presented to describe the linguistic background of schools in Wales.

• The research chose to concentrate on the schools included in the following categories: 'Welsh Medium' and 'Bilingual'.

• In these type of schools Welsh and English are used as medium of instruction in a variety of subjects.

Secondary School

Primary School >100 pupils

Primary School<100 pupils

38 schools:

17 secondary schools21 primary schools

14 Local Education Authority

100 lesson observations:55 secondary school lessons45 primary school lessons

52 interviews:31 secondary schools interviews21 primary school interviews

% who speak Welsh,2001 Census

Location of schools

Notes for ”Location of schools ”

• This map refers to the locations of schools selected.

• We visited a total of thirty-eight schools across Wales in 14 local education authorities:- 17 secondary school- 21 primary school

• We observed a total of 100 lessons:- 55 secondary school lesson- 45 primary school lesson

• The lessons cover the Foundation Stage Areas of Study and the National Curriculum Subjects

Content of lessons observed

Foundation Phase Area of learning Number of lessons observed

Physical Development 1Knowledge and Understanding of the World

13

Language, Literacy and Communication 1Creative Development

National Curriculum Subject

2

Mathematics 12Science 10Design and Technology 10Information and Communication Technology

4

Modern Foreign Language 4History 11Geography 8Art and Design 5Music 2Physical Education 5Religious Education 5Vocational 7

Main findings

• Link between action research and classroom practice

• Bilingual education in Wales today: diversity

• The nature of the balance between Welsh and English: planning for language allocation

• Using two languages in the classroom: translanguaging

• The need for further research

Notes for ”Main findings ”

• The importance of action research approaches to identify teaching and learning strategies in Welsh medium and bilingual schools, linking research evidence and classroom practice to develop future training in the field. • We have identified a ‘kaleidoscopic' variety in terms of what is meant by bilingual education in Wales today:

- bilingual teaching and learning (making purposeful use of both languages )

- teaching and learning in a bilingual setting (focusing on using one language only)

Notes for ”Main findings ”

• We are able to confirm many of the messages in the Welsh Medium Education Strategy about the importance of planning for language allocation (Welsh and English) across:

- the whole school - within subjects- within lessons

• Language arrangements in the classroom are varied and can include :

-using one language in the classroom for bilingualism or - using two languages in the classroom for bilingualism

Notes for ”Main findings ”

• One of the most prominent bilingual language arrangements encountered was the practice of translanguaging;

• Translanguaging was evident from:- English to Welsh - Welsh to Englishwith- balanced bilingual pupils- emergent bilingual pupils

• This project also identified some of the areas requiring further research.

• Further exploration of teaching and learning methods that

meet the needs of learners with a range of achievement in Welsh and English in the same class.

• Ways to make subject content meaningful to learners

in immersion programmes (CLIL / Immersion Scheme).

• Bilingual assessment methods that reflect the bilingual classroom practice of using two languages for teaching and learning.

Further research:

• SEN / ALN teaching and learning methods in the

context of Welsh medium and bilingual education.

• Methods of teaching and learning of Welsh as a Second Language.

• Principles and methods of bilingual teaching learning

where the minority language exists alongside the majority language as medium of instruction in the same classroom.

Further research