The principles and techniques of language immersion in the context of childcare settings

Egwyddorion a thechnegau trochi ieithyddol yng nghyd-destun lleoliad gofal plant

Learning

Language Acquisition

In his book 'A Parents' and Teachers' guide to Bilingualism', Professor Colin Baker says, “Young children pick up languages so easily. Language is acquired unwittingly, subconsciously. Language among children is caught rather than taught. The process is not learning but acquisition...”

Children in Welsh-medium settings in the early years acquire new languages through the language immersion method, which is a way of introducing a second language. Children will be immersed in a language when they receive their education in a language that is different from the language used at home. Welsh is used as they play and interact, and take part in activities. This means that children are surrounded by the language and acquire it in a natural way without them realising.

The role of the practitioner

Practitioners have a very important role in supporting children to acquire a new language. The linguistic development of children depends on them consistently hearing the Welsh language in all activities. Practitioners need to join in with the children's activities to offer them linguistic clues.

Techniques to help children grasp the Welsh language

  • Suggest vocabulary and enunciate it correctly and clearly. It is also necessary to speak slowly when introducing children to a new language.
  • Repeat vocabulary and use language patterns consistently, e.g. circle time, hand washing time, home time. Discussing the weather daily during circle time is an effective way of learning Welsh; 'What's the weather like today?' 'Is it raining/sunny/cloudy/windy' and so on. If the children hear this pattern on a daily basis, the language will become very natural to them after only a few weeks.
  • Give the child time to process what he hears and make sure he has understood. It's important not to rush a child for a response, or to be impatient with them. Anyone learning a new language needs time to think about what they want to say.
  • Suggest linguistic ideas such as listening to Magi Ann's app, 'Cyw' or 'Mwnci Bach', listening to Welsh songs for children, or a lotto game.
  • Point to an object while saying the word, and get the children to repeat. For example, show a picture of a zebra, and say 'Zebra lives in the zoo' and then ask the children 'Where does the zebra live?'
  • Use actions to show the meaning of words/sentences. Facial expressions and body language are an effective way of reinforcing what is said to children so that they understand.
  • Introduce simple songs and rhymes and repeat them over and over, and sing them daily.
  • Re-read books over and over again and follow the story using your finger. Using props to accompany a story reinforces understanding of the language.
  • Create opportunities for children to practice the words they've learnt, e.g. using role play.
  • Praise the children immediately after they've accomplished something, e.g. saying a Welsh word for the first time. By receiving praise, the child will be more likely to use it again to get the same response.

Practitioners need to speak Welsh all the time in order for the children to be surrounded by the language. Practitioners are linguistic role models for children, which means they need to speak Welsh with the other staff. If they don't do this, children won't hear practical examples of the language being used. It's important that practitioners don't use the 'sandwich' method of presenting Welsh, which is to say the word/information in Welsh-English-Welsh, e.g. ‘diod-drink-diod’. By using this approach, children will realize that they don't need to take any notice of the new language and will focus on the language they already know.

Dysgu

Caffael iaith

Dywed yr Athro Colin Baker yn ei lyfr ‘A Parents’ and Teachers’ guide to Bilingualism’, “Young children pick up languages so easily. Language is acquired unwittingly, subconsciously. Language among children is caught rather than taught. The process is not learning but acquisition...”

Mae plant mewn lleoliadau cyfrwng Cymraeg yn y blynyddoedd cynnar yn caffael ieithoedd newydd trwy’r dull trochi iaith, sef ffordd o gyflwyno ail iaith. Bydd plant yn cael eu trochi mewn iaith pan fyddant yn derbyn eu haddysg mewn iaith sy’n wahanol i iaith y cartref. Caiff y Gymraeg ei defnyddio wrth iddynt chwarae a rhyngweithio, a chymryd rhan mewn gweithgareddau. Mae hyn yn golygu bod plant yn cael eu hamgylchynu gan yr iaith ac yn ei chaffael mewn ffordd naturiol heb iddynt sylweddoli.

Rôl yr ymarferydd

Mae gan ymarferwyr rôl bwysig iawn wrth gefnogi plant i gaffael iaith newydd. Mae datblygiad ieithyddol plant yn dibynnu ar glywed y Gymraeg yn gyson ym mhob gweithgaredd. Mae angen i ymarferwyr ymuno gyda gweithgareddau’r plant er mwyn cynnig cliwiau ieithyddol iddynt.

Technegau i helpu plant gaffael y Gymraeg

  • Awgrymu geirfa a’u hynganu'n gywir a chlir. Hefyd, mae’n rhaid siarad yn araf wrth gyflwyno iaith newydd i blant.
  • Ailadrodd geirfa a defnyddio patrymau iaith yn gyson, e.e. amser cylch, amser golchi dwylo, amser mynd adref. Mae trafod y tywydd yn ddyddiol yn ystod amser cylch yn ffordd effeithiol o ddysgu Cymraeg; ‘Sut dywydd ydi hi heddiw?’ ‘Ydi hi’n bwrw glaw/heulog/cymylog/gwyntog’ ac yn y blaen. Os yw’r plant yn clywed y patrwm yma’n ddyddiol, bydd yr iaith yn dod yn naturiol iawn iddynt ar ôl ychydig wythnosau.
  • Rhoi amser i’r plentyn brosesu'r hyn mae’n ei glywed a sicrhau ei fod wedi deall. Mae’n bwysig peidio â brysio plentyn am ymateb, neu fod yn ddiamynedd gyda nhw. Mae unrhyw un sy’n dysgu iaith newydd angen amser i feddwl am yr hyn y maent am ei ddweud.
  • Cynnig syniadau ieithyddol megis gwrando ar ap Magi Ann, Cyw neu Mwnci Bach, gwrando ar ganeuon Cymraeg i Blant, neu gêm lotto.
  • Pwyntio at wrthrych wrth ddweud y gair, a chael y plant i ailadrodd. Er enghraifft, dangos llun o sebra, a dweud ‘Mae sebra’n byw yn y sw’ ac wedyn gofyn i’r plant ‘Ble mae’r sebra yn byw?’
  • Ystumio i ddangos ystyr geiriau/brawddegau. Mae ystumiau wyneb ac iaith y corff yn ffordd effeithiol o atgyfnerthu’r hyn a gaiff ei ddweud wrth blant er mwyn iddynt ddeall.
  • Cyflwyno caneuon a rhigymau syml a’u hail-ganu drosodd a throsodd, a’u canu’n ddyddiol.
  • Ailddarllen llyfrau drosodd a throsodd gan arwain y stori â bys. Mae defnyddio props i gyd-fynd â stori yn atgyfnerthu dealltwriaeth o’r iaith.
  • Creu cyfleoedd i blant ymarfer y geiriau maent wedi eu dysgu, e.e. wrth chwarae rôl.
  • Canmol y plant yn syth ar ôl iddynt gyflawni rhywbeth, e.e. dweud gair Cymraeg am y tro cyntaf. Wrth dderbyn canmoliaeth, bydd y plentyn yn fwy tebygol o’i ddefnyddio eto er mwyn cael yr un ymateb.

Er mwyn i blant gael eu hamgylchynu gan yr iaith mae angen i ymarferwyr siarad Cymraeg drwy’r amser. Mae ymarferwyr yn fodel rôl ieithyddol i blant, sy’n golygu bod angen iddynt siarad Cymraeg gyda’r staff eraill. Os nad ydynt yn gwneud hyn, ni fydd plant yn clywed enghreifftiau ymarferol o’r iaith yn cael eu defnyddio. Mae’n bwysig nad yw ymarferwyr yn defnyddio’r ‘dull brechdan’ o gyflwyno’r Gymraeg, sef dweud y gair/gwybodaeth mewn Cymraeg-Saesneg-Cymraeg, e.e. ‘diod-drink-diod’. Drwy arfer gyda’r dull hwn, bydd plant yn dod i ddeall nad oes angen iddynt gymryd sylw o’r iaith newydd ac yn canolbwyntio ar yr iaith maent yn ei wybod yn barod.

The reasons for using the immersion language at all times

Y rhesymau dros ddefnyddio'r iaith drochi bob amser

Happy Child 3

For children to learn a new language, it's essential that they become immersed for them to become bilingual. Therefore, it's vitally important for practitioners to ensure that they always speak Welsh while the children are in the setting. There are several reasons for this, for example:

  • for the children to develop their language skills
  • in order to learn the immersion language as soon as possible
  • children learn a new language when they hear it spoken constantly
  • children benefit from learning new languages, which helps them connect with others easily
  • encouraging young children to speak the immersion language prepares them for the rest of their education, as well as the rest of their lives.

https://bit.ly/2ZyMYfE

When immersed in a new language, children move through several stages. These stages can vary from child to child, depending on their personal experiences or circumstances.

  1. Pre-production phase: Children develop listening skills, but at this stage they don't speak the immersion language. The child will use body language to communicate, such as pointing, or nodding to confirm. A child should not be pressurised to speak during this time. The setting's natural language needs to be sufficiently used, speaking clearly and slowly in order for the child to begin the process of acquiring the language. Regular, daily repetition is needed.
  2. Early Production: A period in which a child begins to speak using simple words and begins to show signs of understanding the words they've learned. Children will respond to a question in English, even though they have understood the question being asked in Welsh.
  3. The Emergence of Language: The child starts holding simple conversations. The language shouldn't be corrected during this period, this should be done through successful demonstration. For example, 'beth wyt ti'n wneud?' 'fi’n skipping gyda friends fi'. In this instance, you need to respond with 'ti’n sgipio gyda dy ffrindiau? Am hwyl!' A period that broadens the child's vocabulary in order to develop sentences and hold more complex conversations. The child doesn't show hesitation to speak at this stage. The language needs to be challenged at this stage by introducing slightly more complex vocabulary and sentences to the children. For example, asking open-ended questions ‘What did you do over the weekend?’ This provides an opportunity to chat and listen to the children speaking.
  4. Greater Fluency: The child is now fluent in the immersion language and is also able to complete written work. There's a need to persevere with the immersion language, by constantly setting linguistic challenges in order to develop it further.
https://bit.ly/2ZuZFMC

I blant ddysgu iaith newydd, mae’n allweddol eu bod yn cael eu trochi er mwyn datblygu i fod yn ddwyieithog. Felly, mae’n hanfodol bwysig i ymarferwyr sicrhau eu bod yn siarad Cymraeg drwy’r amser tra bod y plant yn y lleoliad. Y mae sawl rheswm am hyn, er enghraifft:

  • er mwyn i’r plant ddatblygu eu sgiliau iaith
  • er mwyn caffael yr iaith drochi mor fuan â phosib
  • mae plant yn dysgu iaith newydd wrth ei chlywed yn cael ei siarad yn gyson
  • mae plant yn elwa o ddysgu ieithoedd newydd, sy’n caniatáu iddynt gysylltu ag eraill yn rhwydd
  • mae annog plant ifanc i siarad yr iaith drochi yn eu paratoi at weddill eu haddysg, yn ogystal â gweddill eu bywyd.

https://bit.ly/2ZyMYfE

Wrth gael eu trochi mewn iaith newydd, mae plant yn symud drwy sawl cam. Gall y camau hyn amrywio o blentyn i blentyn, yn dibynnu ar eu profiadau neu eu hamgylchiadau personol.

  1. Cyfnod rhag-gynhyrchu: Mae plant yn datblygu sgiliau gwrando, ond nid ydynt yn siarad yr iaith drochi ar hyn o bryd. Bydd y plentyn yn defnyddio iaith y corff i gyfathrebu, megis pwyntio, neu amneidio i gadarnhau. Ni ddylid rhoi pwysau ar blentyn i siarad yn ystod y cyfnod hwn. Mae angen bwydo digon o iaith naturiol y lleoliad gan siarad yn glir ac yn araf er mwyn i’r plentyn gychwyn y broses o gaffael yr iaith. Mae angen ailadrodd cyson, yn ddyddiol.
  2. Cynhyrchu Cynnar: Cyfnod lle mae plentyn yn dechrau siarad gan ddefnyddio geiriau syml a dechrau dangos arwyddion o ddealltwriaeth o’r geiriau y maent wedi’u dysgu. Bydd plant yn ymateb i gwestiwn yn Saesneg, er eu bod wedi deall y cwestiwn yn cael ei ofyn yn Gymraeg.
  3. Ymddangosiad Iaith: Mae’r plentyn yn dechrau cynnal sgyrsiau syml. Ni ddylid cywiro’r iaith yn ystod y cyfnod hwn, dylid gwneud hynny drwy fodelu da. Er enghraifft, ‘beth wyt ti’n wneud?’ ‘fi’n skipping gyda friends fi’ Mewn achos fel hyn, mae angen ymateb 'ti’n sgipio gyda dy ffrindiau? Am hwyl!’ Cyfnod sy’n ehangu geirfa’r plentyn er mwyn datblygu brawddegau a chynnal sgyrsiau mwy cymhleth. Nid yw’r plentyn yn dangos petruster i siarad yn y cyfnod hwn. Mae angen herio’r iaith yn ystod y cam yma gan gyflwyno geirfa a brawddegau ychydig mwy cymhleth i’r plant. Er Enghraifft, gofyn cwestiynau penagored ‘Beth wnest di dros y penwythnos?’ Mae hyn yn rhoi cyfle i sgwrsio ac i wrando ar blant yn siarad.
  4. Rhuglder Uwch: Bellach mae’r plentyn yn rhugl yn yr iaith drochi a hefyd yn gallu gwneud gwaith ysgrifenedig. Mae angen parhau gyda’r iaith drochi, gan osod heriau ieithyddol yn gyson er mwyn ei datblygu ymhellach.

https://bit.ly/2ZuZFMC

Understanding children’s individual circumstances and how they affect the process of learning a new language

Ystyried amgylchiadau unigol y plentyn a chynnwys y teulu neu’r gofalwyr yn y broses o drochi iaith

3 to 5 years old

A child's individual circumstances can have an impact on the way they acquire the immersion language.

Support at home

The language used at home is important as a child learns a new language. If the parents/carers can speak the immersion language, they can offer the child support by practicing the language, reading books together, listening to music, playing games, and so on.

Prior knowledge

If the child has regularly heard the immersion language before attending the setting, he can build on this.

The Learning Environment

One of the main elements of a child's language acquisition is the setting's environment and how comfortable the child is in this location. Practitioners should ensure that linguistic resources are available for children with additional learning needs.

Families and carers

When learning a new language, children need the support of parents and carers. It's therefore essential that they are included in the life of the setting. Parents and carers play an important role in the process of their child acquiring a language. By building a close relationship with the setting, this helps them feel comfortable enough to ask questions or discuss any concerns they may have about their children's language development. To strengthen the relationship, parents/carers can occasionally volunteer at the setting. This is an effective way of learning the immersion language with the child, as well as building the parent/carer's confidence.

Many early years settings encourage parents/carers to participate in their children's language journey by:

  • introducing them to other parents who are fluent in Welsh
  • introducing a 'word of the week' or 'sentence of the week' so that parents can practice at home with the children
  • offering parents/carers the opportunity to take books or magazines home to read with their children
  • introducing Welsh courses that are local to parents/carers.

Further reading:

https://bit.ly/348T0ac

https://bit.ly/2ZyMYfE

Mae amgylchiadau unigol plentyn yn gallu cael effaith ar y ffordd mae’n caffael yr iaith drochi.

Cefnogaeth yn y cartref

Mae iaith y cartref yn bwysig wrth i blentyn ddysgu iaith newydd. Os yw’r rhieni/gofalwyr yn gallu siarad yr iaith drochi, maent yn gallu cynnig cefnogaeth i’r plentyn drwy ymarfer yr iaith, darllen llyfrau gyda’i gilydd, gwrando ar fiwsig, chwarae gemau, ac yn y blaen.

Gwybodaeth Flaenorol

Os yw’r plentyn wedi clywed y Gymraeg yn gyson cyn mynychu’r lleoliad, mae’n gallu adeiladu ar hyn.

Amgylchedd Dysgu

Un o brif nodweddion caffael iaith plentyn yw amgylchedd y lleoliad a pha mor gyfforddus yw’r plentyn yn y lleoliad hwn. Dylai ymarferwyr sicrhau bod adnoddau ieithyddol yn eu lle ar gyfer plant sydd ag anghenion dysgu ychwanegol.

Teuluoedd a gofalwyr

Wrth ddysgu iaith newydd, mae plant angen cefnogaeth rhieni a gofalwyr. Felly, mae’n hanfodol eu bod yn cael eu cynnwys ym mywyd y lleoliad. Mae rhieni a gofalwyr yn chwarae rhan bwysig yn y broses o’u plant yn caffael iaith. Wrth feithrin perthynas agos gyda’r lleoliad, mae hyn yn eu galluogi i deimlo’n ddigon cyfforddus i ofyn cwestiynau neu drafod unrhyw bryderon sydd ganddynt ynglŷn â datblygiad ieithyddol eu plant. Er mwyn cryfhau’r berthynas, gall rhieni/gofalwyr wirfoddoli yn y lleoliad yn achlysurol. Mae hyn yn ffordd effeithiol o ddysgu’r iaith drochi gyda’r plentyn, yn ogystal â magu hyder y rhiant/gofalwr.

Mae sawl lleoliad blynyddoedd cynnar yn annog rhieni/gofalwyr i gymryd rhan yn nhaith ieithyddol eu plant drwy:

  • eu cyflwyno i rieni eraill sy’n rhugl yn y Gymraeg
  • cyflwyno ‘gair yr wythnos’ neu ‘brawddeg yr wythnos’ er mwyn i’r rhieni gael ymarfer gartref gyda’r plant
  • cynnig cyfle i rieni/gofalwyr fynd â llyfrau neu gylchgronau adref er mwyn darllen gyda’u plant
  • cyflwyno cyrsiau Cymraeg sydd yn lleol i’r rhieni/gofalwyr.

Darllen pellach:

https://bit.ly/348T0ac

https://bit.ly/2ZyMYfE

Using the home language/child's preferred language

Pryd y dylid defnyddio iaith y cartref/dewis iaith y plentyn

Child and teacher

Language preference

It's vitally important to respect the child’s home language and try to make learning Welsh fun. Children who are educated in a language that is different to the home language have a unique identity. It's important that practitioners value the identity as well as the child's right to use their language of choice so that they enjoy speaking the language and learn it in a completely natural way. These principles are supported by legislation that makes it unlawful to punish children for not speaking Welsh, namely:

  • Equality Act 2010
  • United Nations Convention on the Rights of the Child 1989
  • The Welsh Government's Seven Core Aims "... that all children and young persons are listened to, treated with respect, and have their race and cultural identity recognized".

Although it's the immersion language that should always be used with the children, there are times when the child's natural language needs to be spoken, in circumstances such as:

  • illness
  • a fire
  • a child with special needs
  • a child who is unable to settle at the setting/is distressed
  • an accident
  • a health and safety issue to confirm understanding.

Dewis iaith

Mae’n hanfodol bwysig parchu iaith gartref plant a cheisio gwneud dysgu’r Gymraeg yn hwyliog. Mae plant sy’n derbyn eu haddysg mewn iaith sy’n wahanol i iaith y cartref gyda hunaniaeth unigryw. Mae’n bwysig bod ymarferwyr yn gwerthfawrogi’r hunaniaeth yn ogystal â hawl plant i ddefnyddio eu dewis iaith fel eu bod yn mwynhau siarad yr iaith a’i dysgu mewn ffordd hollol naturiol. Mae’r egwyddorion hyn yn cael eu cefnogi gan ddeddfwriaeth sy’n ei gwneud yn anghyfreithlon i gosbi plant am beidio â siarad Cymraeg, sef:

  • Deddf Cydraddoldeb 2010
  • Confensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn 1989
  • Saith Nod Craidd Llywodraeth Cymru “… bod pob plentyn a pherson ifanc yn cael gwrandawiad, yn cael eu trin â pharch, a bod eu hil a’u hunaniaeth ddiwylliannol yn cael eu cydnabod”.

Er mai’r iaith drochi y dylid ei defnyddio pob amser gyda’r plant, mae adegau pan fydd angen siarad iaith naturiol y plentyn, mewn amgylchiadau megis:

  • salwch
  • tân
  • plentyn gydag anghenion
  • plentyn sy’n methu setlo yn y lleoliad/yn ofidus
  • damwain
  • mater yn ymwneud ag iechyd a diogelwch er mwyn cadarnhau dealltwriaeth.

Advantages of being bilingual and multilingual

Manteision bod yn ddwyieithog ac yn amlieithog

Social development

Being bilingual or multilingual from an early age means that moving from a Welsh-medium playgroup or nursery to a Welsh-medium or bilingual school will be a natural development for children. This is especially true if several children from the same group move together. Progression is very important to children.

Being bilingual means that children from non-Welsh speaking backgrounds can read, write, speak, understand and use Welsh as well as those children from Welsh speaking homes. Bilingual children tend to do well within the curriculum and perform better in examinations. Bilingual or multilingual children can be more flexible, sensitive and creative as they have an understanding that there is more than one word to describe an object or concept. Learning a second language from an early age helps children hear different languages and helps them learn a third or fourth language as they grow older.

When both parents speak different languages, a bilingual child can communicate and develop a close relationship with both. One of the benefits of being bilingual is the opportunity of being part of two cultures which can lead to a better understanding of different traditions and ways of thinking.

There are many other benefits to being bilingual or multilingual:

  • It helps to bridge the gap between generations if there is a Welsh speaking grandmother, grandfather or family member. It continues a family tradition, giving a sense of belonging and enriching life on both sides.
  • A bilingual person can communicate with a wider range of people than a person who can speak only one language. It will open doors to a different culture, which helps broaden horizons.
  • In Welsh neighbourhoods, it gives a person the opportunity to undertake all aspects of community life. You can mix and communicate with many more people and have a more diverse social life.
  • Bilingual children find it easier to learn additional languages.
  • Speaking Welsh gives a strong identity and a sense of belonging.
  • Multilingual children may be more tolerant of other cultures.

https://bit.ly/2Hxzyu6

Mae bod yn ddwyieithog neu’n amlieithog o oedran cynnar yn golygu bydd symud o gylch meithrin neu feithrinfa cyfrwng Cymraeg i ysgol cyfrwng Cymraeg neu ddwyieithog yn ddatblygiad naturiol i blant. Bydd hyn yn wir yn enwedig os oes nifer o blant o'r un grŵp yn symud gyda'i gilydd. Mae dilyniant yn bwysig iawn i blant.

Mae plant dwyieithog yn tueddu i gyflawni’n uchel o fewn y cwricwlwm ac i berfformio’n well na phlant uniaith mewn arholiadau. Gall plant dwyieithog neu amlieithog fod yn fwy hyblyg, sensitif a chreadigol gan fod ganddynt ddealltwriaeth fod mwy nag un gair i ddisgrifio gwrthrych neu gysyniad. Mae dysgu ail iaith o oed cynnar yn helpu plant i allu clywed gwahanol ieithoedd a’u cefnogi wrth ddysgu trydedd neu bedwaredd iaith wrth iddynt dyfu’n hŷn.

Pan fydd y ddau riant yn siarad ieithoedd gwahanol, gall plentyn dwyieithog gyfathrebu a datblygu perthynas agos gyda’r ddau. Un o fanteision bod yn ddwyieithog yw'r cyfle i fod yn rhan o ddau ddiwylliant sy’n gallu arwain at well dealltwriaeth o wahanol draddodiadau a ffyrdd o feddwl.

Mae sawl mantais arall i fod yn ddwyieithog neu’n amlieithog:

  • Mae’n helpu i bontio rhwng cenedlaethau os oes mam-gu neu dad-cu, nain neu daid neu aelodau o'r teulu’n siarad Cymraeg.
  • Mae person dwyieithog yn gallu cyfathrebu ag amrywiaeth ehangach o bobl na pherson uniaith.
  • Mewn ardaloedd Cymraeg, mae'n rhoi'r cyfle i berson ymgymryd â phob agwedd o fywyd cymunedol.
  • Mae plant dwyieithog yn ei gweld yn haws i ddysgu ieithoedd eraill.
  • Mae siarad dwy iaith yn ehangu gorwelion.
  • Mae siarad Cymraeg yn rhoi hunaniaeth gadarn a theimlad o berthyn.
  • Mae plant amlieithog yn gallu bod yn fwy goddefgar (tolerant) tuag at ddiwylliannau eraill.

https://bit.ly/2Hxzyu6