sustainability through integrated planning: reflections on the future of welsh in education policy...
TRANSCRIPT
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Sustainability through Integrated Planning: Reflections on the future of Welsh in education policy in Wales
Dr Catrin RedknapWelsh Language Board, Cardiff, [email protected]
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Aim: To consolidate the status and role of Welsh-medium education within a national education policy framework
Involves:Shift from inconsistent and fragmented development to holistic and strategic long-term planning
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Challenges:
• Managing the mainstreaming of the lesser used language in the context of structural and capacity constraints
• Balance between (i) the institutionalisation of language planning and (ii) collective responsibility for language promotion
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Juxtaposition:
Aim of normalising Welsh-medium education within a national, official framework
vNeed for a dedicated, specialist framework and collective involvement
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One Wales: A Progressive Agenda for the Government of Wales (June 2007):
‘We will create a national Welsh-medium Education Strategy to develop effective provision from nursery through to further and higher education, backed up by an implementation programme.’
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• Successful growth of Welsh-medium education in Wales
But ...
• Piecemeal and ad hoc despite strategic planning by individual local authorities and providers
• Recognised need for improved planning on the basis of linguistic continuity, to respond to demand from parents; understanding of relationship between availability and demand
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Protagonists:
• Expected role of Welsh Assembly Government in providing central strategic direction
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• Collective catalysts for growth: parents, contribution of early years Welsh-medium provision (Mudiad Ysgolion Meithrin)
• Promotion of the language as an expression of cultural identification (Urdd Gobaith Cymru)
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• Growth of the sector through language legislation as opposed to education legislation
• 1993 Welsh Language Act; Welsh Language Board. Strategic overview of Welsh-medium education and training
• Promoting Welsh-medium education (i) through partnerships and (ii) within the language’s wider social context
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• Potential reconfiguration of roles
• Normalisation v Neutralisation
• ‘Institutionalisation of Linguistic Recovery’ (Benjamín Tejerina Montaña)
• Anonymity v Specificity (K. Woolard)