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combine |
Combining individual phonemes to produce a grapheme or word |
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continuous and enhanced provision |
Terms that describe aspects of provision in the foundation phase. Continuous provision refers to using resources that are available continuously in the indoor classroom or outdoors for learners to use independently. Enhanced provision refers to additional challenges or tasks that coincide with a topic or learners’ interests. Learners will use these resources in addition to the usual resources in continuous provision. |
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early immersion |
Early immersion means introducing and using the Welsh language as the only language of teaching (with very few exceptions) in the foundation phase in Welsh-medium and bilingual non‑maintained settings and schools. In the best practice, this means that the Welsh language is introduced purposefully to learners in specific language sessions, in addition to providing frequent opportunities for them to acquire and apply their Welsh language skills through rich experiences both inside and outside the classroom. |
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home school |
The new Welsh-medium school that the learner wishes to attend on a full-time basis following a period in a language immersion centre |
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host school |
The school where the language immersion centre is located |
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late immersion |
Late immersion means provision for learners who join Welsh-medium schools or Welsh streams in bilingual schools who have not experienced a full period of early immersion in the Welsh language. These learners can be complete newcomers to the Welsh language or re-engaging with Welsh-medium provision. In the strongest cases, late immersion provision is an intensive and structured programme. |
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latecomers |
Learners (who are seven years old or above) who do not speak Welsh but wish to attend Welsh-medium education after the end of the foundation phase |
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learning environment |
Where the teaching and learning takes place in the classroom and around the setting or school |
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newcomers |
Another term for ‘latecomers’ (see above). In this report, we use the term ‘latecomers’. |
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A setting that can be a private day nursery, playgroup or Cylch Meithrin with approved status that provides 10 hours a week of funded education over at least 3 days |
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peripatetic arrangements |
Provision to support latecomers by arranging individual or small group support from a practitioner that visits the school in line with a timetable, for example weekly |
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post-centre provision |
Provision to support latecomers once they have attended a language immersion centre |
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practitioners |
A general term to describe adults that work with learners, for example teachers, assistants, and playgroup leaders |
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pre-centre provision |
Provision to support latecomers during the interim period before they attend a language immersion centre |
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recast |
A method of providing feedback to learners where the practitioner repeats the learner’s sentence without the error |
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sandwich |
A method of introducing a new language (for example, Welsh) by saying the sentence in Welsh (the new language), then in English (the home language), then in Welsh again |
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syntactical patterns |
The structure of a sentence that includes words in a particular order |
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target language |
The new language that learners acquire, which is Welsh in the context of this report |