The main features of effective language immersion are relevant to both early and late immersion provision. Although the context and age of learners are different, effective immersion education principles are consistent. For example, effective practitioners create a safe learning environment that envelops learners in the Welsh language. They prioritise listening, speaking, reading, and writing skills in that order, with a clear emphasis placed on developing learners’ oral skills. They introduce and model language correctly for learners, and intonate, repeat and gesture regularly to support them.
Learning environment
The learning environment is an important part of immersion education provision. Most practitioners create a homely atmosphere where learners feel comfortable and ready to learn. In the best practice, they are welcoming and inclusive spaces where learners are willing to speak Welsh without the fear of failure very soon after they start in the provision. Practitioners create attractive spaces that engage learners’ interest and encourage them to use their imagination as they gain confidence to speak Welsh.
Practitioners use visual cues effectively, such as pictures and posters that include letters and appropriate vocabulary. Many practitioners refer regularly to a range of vocabulary and syntactical patterns that are displayed attractively inside and outside the classroom in order to support learners. As a result, learners use this information effectively while developing their skills successfully.
Language medium
In nearly all Welsh-medium non-maintained settings and primary schools, and Welsh streams in bilingual schools, as part of early immersion provision, Welsh is the only language that is introduced formally in the foundation phase, although some schools begin to introduce some English at the end of this phase. Similarly, Welsh is the only language that is used formally as part of intense language programmes in language immersion centres. Speaking Welsh with all learners consistently is a central element of the immersion process. Many practitioners communicate by using very little English only where they need to ensure that a learner has understood an instruction or needs comfort.
A minority of practitioners use the ‘sandwich’ method in settings and schools at the beginning of learners’ linguistic journey, particularly in the foundation phase. That is, they give an instruction in Welsh, then in English, then repeat it in Welsh once again. They reduce the use of English as soon as possible, doing so in a very short period of time. Overall, learners are immersed beneficially in the ‘target language’, namely Welsh.
Most practitioners model the Welsh language with suitable accuracy and clear pronunciation. They have a rich range of vocabulary and, in the strongest cases, converse naturally with learners and support them throughout the sessions. However, many leaders refer to difficulties in recruiting staff who are fluent and competent in the Welsh language, particularly in areas with relatively low numbers of Welsh speakers. In a few cases where practitioners’ linguistic skills are weak, learning is not effective enough. For example, learners do not hear syntactical patterns being introduced correctly and consistently.
In language immersion centres, most practitioners model language correctly, with a great deal of purposeful repetition and regular opportunities for learners to hear and speak Welsh. When giving instructions, practitioners speak carefully and spend time pronouncing sounds clearly. They ask learners to guess the meaning of new vocabulary, such as ‘cegin’ (‘kitchen’), before cooking, by using syntactical patterns with which learners are already familiar, such as “Mae’r ystafell ddosbarth yn edrych ychydig fel cegin heddiw – cegin – beth yw cegin?” (“The classroom looks a bit like a kitchen today – kitchen – what is a kitchen?”). They use a series of short, simple sentences with similar patterns skilfully, for example, when explaining: “Rydyn ni yn mynd i goginio cawl llysiau” (“We’re going to cook vegetable soup”), “Rydyn ni yn mynd i helpu” (We’re going to help”), “Rydyn ni yn mynd i roi cyfarwyddiadau” (“We’re going to give instructions”). As a result, learners gain confidence quickly to emulate practitioners when speaking Welsh in different contexts.
Provision for skills
Most practitioners provide valuable listening activities as a basis to develop the remainder of learners’ Welsh language skills. By doing so, learners internalise and acquire vocabulary effectively. For example, in the foundation phase learners come to understand vocabulary relating to the day’s main events quickly by singing songs like ‘Mae’n amser twtio nawr’ (‘It’s time to tidy up’). This in turn nurtures their confidence to develop their speaking skills at a rapid pace.
Many practitioners plan valuable opportunities for learners to practise their listening and speaking skills in different contexts. For example, practitioners introduce language purposefully by singing, rapping, and introducing rhymes, and by providing ‘circle time’ or ‘on the mat’ sessions. In settings and nursery and reception classes, many make skilful use of these sessions to practise songs with a specific purpose, for example by providing an opportunity to count to ten or when introducing parts of the body. Many practitioners use this time effectively to read stories. A majority of practitioners ignite learners’ imagination by discussing what is implicit in the pictures and encouraging them to join in with familiar parts. The most effective practitioners dramatise and gesture creatively when conveying the meaning of simple words and instructions.
In the best practice, practitioners use a variety of techniques to introduce vocabulary and syntactical patterns to learners. For example, practitioners ask learners to respond to a question by emulating their voice levels, by whispering, speaking, and then shouting in order to create excitement when practising the language together. They provide effective sessions in small groups for learners to listen and respond individually. They sing, play games, and provide opportunities for them to role-play which, in turn, reinforces the same consistent patterns as they collaborate with partners or in small groups. Regular opportunities to practise vocabulary and syntactical patterns in different contexts is a strong feature of effective immersion education.
Many practitioners use visual resources effectively to develop learners’ listening and speaking skills. For example, practitioners provide beneficial opportunities for learners to respond to questions such as ‘Beth wyt ti’n hoffi?’ (‘What do you like?’) by selecting vocabulary that is displayed alongside corresponding pictures and including them in a phrase or a full sentence. Many practitioners use toys skilfully to prompt learners, for example by moving ‘teddy’ to different places in order to become familiar with prepositions. Learning is at its best when there is a lively pace to sessions in order to engage and hold learners’ interest, and when regular opportunities are provided for them to contribute themselves. In the few cases where the pace of sessions is too slow, and where practitioners use a more monotonous voice without succeeding in igniting curiosity, learners do not always respond and develop their Welsh language skills to the best of their ability.
Many practitioners in non-maintained settings and schools use specific schemes to foster learners’ awareness of the sounds that different letters represent in order to acquire early reading skills. As part of early immersion provision, many provide regular opportunities for learners to identify a letter, listen to the sound of the letter, and learn gestures or movements to accompany it as a reminder. They encourage learners to emulate these movements and pronounce the sound correctly. Most practitioners in language immersion centres adopt a similar approach to support those learners who require additional assistance to develop early reading skills.
In the strongest practice, practitioners provide opportunities for learners to apply their learning in areas both inside and outside the classroom in order to provide opportunities for them to practise their early reading skills in different contexts. Many practitioners make purposeful use of labels to introduce extended and familiar vocabulary to learners and ensure that a range of suitable books are available to learners. During their time in the foundation phase, many practitioners provide a wide range of opportunities for learners to read increasingly challenging text. For example, they provide valuable opportunities for learners to read suitable fictional and factual books, poetry, and simple instructions. In schools where standards of reading are strong, practitioners support learners to discuss the text effectively in order to introduce new vocabulary and syntactical patterns and confirm their understanding of what they have read.
In language immersion centres, practitioners provide regular opportunities for learners to read new vocabulary and syntactical patterns, for example as learners read scripts that accompany the week’s sub-theme. There is a lack of suitable reading resources that are graded appropriately with stimulating content that corresponds to the learners’ ages. In a few cases, this hinders learners’ progress in reading once they return to school or where they do not have access to a language immersion centre.
In non-maintained settings and schools, most practitioners provide valuable opportunities for learners to develop early writing skills. For example, they provide a range of writing tools such as felt pens, chalk, and crayons for learners to develop fine motor skills. They identify opportunities for learners to begin to write simple words when they are ready to do so, for example words that relate to the theme. In schools and language immersion centres, most practitioners provide valuable opportunities for learners to begin to create simple sentences. Many practitioners use scaffolds effectively to model correct syntactical patterns. As learners progress, the most effective practitioners know when to reduce support through the use of scaffolds. As a result, practitioners provide learners with beneficial opportunities to develop their writing skills freely and independently.
Most practitioners provide beneficial opportunities for learners to write at increasing length as they gain confidence in the Welsh language, often beginning by emulating vocabulary and syntactical patterns from story books or scripts. This is an effective immersion method, as learners internalise the language before they begin writing. For example, they write a series of sentences about different animals by using sentences such as “Fflamingo ydw i, mae gen i goesau tenau hir a gwddf pinc” (“I am a flamingo, I have long thin legs and a pink neck”). Where appropriate, practitioners model writing with a scaffold and suggest other useful adjectives.
Many practitioners provide parents/carers with useful information in order for them to be able to support their children at home. For example, practitioners hold workshops to explain their approach of introducing early reading skills at the beginning of the foundation phase. In the strongest cases, practitioners provide valuable opportunities for parents/carers to support their children to acquire Welsh language skills throughout the early immersion stage. For example, practitioners share simple video clips that show themselves explaining a specific mathematical method, or where staff read a bedtime story that learners can enjoy with a parent/carer or independently.
Applying skills in different contexts
Many practitioners prepare useful opportunities for learners to develop their listening and speaking skills in the different areas in the classroom and outdoors. In the best practice, practitioners talk alongside young learners and introduce vocabulary to them naturally. For example, they recreate a visit to a local farm by ‘building a bus’ when playing creatively in the outdoor area and take advantage of the opportunity to talk about what they have seen on the way to the farm. As learners progress through the foundation phase, the most effective practitioners encourage learners to apply specific vocabulary and syntactical patterns with increasing independence, for example as learners apply newly acquired language as they interact in a hair salon, a veterinary surgery and a nature hide.
Cameo – using the Welsh language outside lessons
Practitioners at Cylch Meithrin Pontrobert in Powys County Council encourage spontaneous play based on resources that inspire learners. During sessions, practitioners talk naturally with learners.
Practitioners use resources effectively by providing learners with cardboard tubes of different sizes. They facilitate learning skilfully by allowing learners to make decisions about what they would like to do with the tubes. Practitioners introduce language consistently so that learners’ understanding and vocabulary develop as they experiment with the tubes. For example, practitioners draw the learners’ attention to the properties of equipment, such as ‘caled’ (‘hard’) and ‘meddal’ (‘soft’) and discuss sounds by hitting the equipment with objects to create sounds with different pitches.
As the session continues, practitioners take advantage of opportunities to discuss new concepts and introduce vocabulary beneficially as learners move and carry the tubes. For example, they discuss balancing with learners by using appropriate language. When learners decide to create park equipment with the tubes, such as a swing and a slide, practitioners identify opportunities to ask questions such as ‘Wyt ti’n meddwl y bydd hwn yn dod lawr y llithren yn gyflym?’ (‘Do you think this will come down the slide quickly?’) or ‘Pa mor bell wyt ti’n meddwl eith hwn?’ (‘How far do you think this will go?’).
Practitioners take advantage of every opportunity to develop learners’ listening and speaking skills by introducing rich new vocabulary. As a result, they develop learners’ Welsh speaking and listening skills highly effectively.
Later in the foundation phase, a majority of practitioners introduce new vocabulary and specific syntactical patterns purposefully. For example, they challenge learners to choose cards with pictures on them and respond to questions to practise ‘gwelais i’ (‘I saw’) and ‘welais i ddim’ (‘I didn’t see’). Practitioners use a voice recording device effectively so that learners hear instructions for tasks in independent learning activities. A majority provide valuable opportunities for learners to use headphones to listen to stories individually or in groups. As a result, learners hear the sounds of words being read by the voice of an adult who introduces new vocabulary and models correct Welsh syntactical patterns.
Most practitioners plan beneficial opportunities for learners to listen and speak in less formal situations, such as during snack time. This provides an opportunity for learners to ask for different fruit or discuss their favourite foods. A minority of practitioners in schools and language immersion centres lead play activities on the playground during play time. By leading fun games with learners of different ages joining in to play, learners are given valuable opportunities to speak Welsh. A few practitioners also plan purposeful opportunities for learners to speak Welsh over lunch, for example by posing a ‘question of the day’ such as ‘Beth yw eich hoff raglen deledu?’ (‘What is your favourite television programme?’) to promote discussion.
Many practitioners organise valuable opportunities for learners to hear and speak Welsh in informal contexts. For example, they invite well-known characters from story books and television to come to talk and play games with learners or organise for actors to visit the provision to play the role of famous people who are associated with the theme. Many provide valuable immersion activities outside school hours to promote the use of the Welsh language, for example by holding ‘adran yr Urdd’ (Urdd youth club sessions) or working with Welsh language initiatives (‘mentrau iaith’). As a result, learners enjoy speaking Welsh for a different purpose, such as taking part in sports activities, playing games and quizzes, and by practising to perform in festivals and eisteddfodau.
Cameo – enriching learners’ Welsh experiences in English-medium schools
Ysgol Bro Helyg, which is the only Welsh-medium school in Blaenau Gwent County Borough Council, contributes to enriching learners’ Welsh experiences in local English-medium schools through the expressive arts.
Many learners perform in a ‘cân actol’ presentation. This is a valuable opportunity for them to apply their Welsh oral skills in a fun manner. Where appropriate, the topic deepens learners’ understanding of Welsh history and culture and creates a sense of pride in the Welsh language. For example, they perform a ‘cân actol’ that includes the history of Tryweryn and the ‘Welsh Not.’
After gaining the confidence to perform successfully to the public, leaders provide an opportunity for learners to perform for other learners in local English-medium primary schools. Practitioners hold a workshop with learners in those English-medium schools to introduce relevant language so that they understand the content of the performance and discuss the Welsh language with them. Following the workshop, learners at Ysgol Bro Helyg perform to bring the knowledge and history to life for their peers. This has a positive effect on the listening and speaking skills of learners at both schools.
Continuity and progression
Where provision to develop listening and speaking skills is at its best, practitioners plan purposefully to ensure continuity and progression for learners to acquire Welsh language skills. Practitioners identify the vocabulary and syntactical patterns necessary for learners to become confident communicators. They introduce these words and patterns consistently and plan opportunities to revisit and build on previous learning. A minority of non-maintained settings make effective use of resources that assist practitioners to support their own language skills whilst planning suitable progression for their learners.
A majority of practitioners map vocabulary and syntactical patterns purposefully across the age range and incorporate them skilfully in learners’ experiences. A majority provide daily sessions to practise vocabulary and syntactical patterns and provide opportunities for them to apply them successfully across the areas of learning. In a majority of cases, practitioners use a beneficial agreed plan to introduce syntactical patterns that is provided by the local authorities or regional consortia. Where practice is less effective, practitioners introduce vocabulary and syntactical patterns at random and introduce language that accompanies the theme, without considering seamless progression in learners’ language learning experiences. A majority of practitioners plan activities that are of interest to learners, but do not consider their Welsh language development purposefully enough. As a result, not all learners develop vocabulary and syntactical patterns in a timely enough manner in developing their Welsh language skills over time.
Many non-maintained settings and schools have informal arrangements to discuss learners’ Welsh language skills as they transfer from one provider or class to another. In the strongest cases, practitioners agree on common approaches to develop learners’ linguistic skills. For example, non-maintained settings and nursery and reception classes in schools use songs about different times of the day consistently or introduce the sounds of letters of the alphabet by using the same technique. A few practitioners share very beneficial information with the teachers who teach learners the following academic year. For example, they refer specifically to the vocabulary and syntactical patterns that learners have acquired.
Assessment
When providing oral feedback to learners who are receiving early immersion provision, many practitioners give suitable praise when they first come to recognise and use vocabulary to build the confidence of learners. Practitioners repeat frequently and, where learners are beginning to respond in full sentences, they provide feedback by modelling the correct syntactical pattern sensitively after hearing the learner’s attempt. Many use this technique skilfully, which is known as ‘recasting’, as described by Lyster and Ranta (1997, p.46-47). This is the process of re-forming a learner’s response by omitting the mistake. As learners become increasingly confident in developing their Welsh language skills in the foundation phase, effective practitioners encourage learners to repeat the sentence correctly, in line with the learner’s Welsh language development. They recognise the balance between praise and encouragement and set high expectations for learners. This develops learners’ confidence effectively which, in turn, motivates them to speak Welsh spontaneously without the fear of making a mistake.
A majority of practitioners in non-maintained settings and schools use appropriate methods to track learners’ progress in acquiring and developing their Welsh language skills. On the whole, practitioners use the information that is gathered suitably when planning activities across the areas of learning. However, they act on information that is often too vague to identify the next steps in learners’ linguistic development. As a result, it is not always possible to track learners’ Welsh language development effectively enough. For example, a minority of practitioners do not identify the successes and areas for improvement of learners and groups of learners, such as those who are more able, rigorously enough as they acquire vocabulary and syntactical patterns as part of the early immersion process.
Cameo – developing listening and speaking skills for learners from all linguistic backgrounds
Practitioners at Cylch Meithrin Penparc, in Ceredigion County Council, plan valuable opportunities for learners to practise listening and speaking skills.
Practitioners provide beneficial plenary sessions, which provide an opportunity for all learners to respond to questions together and sing together. They also divide them into different groups to give learners an opportunity to respond to questions individually, by giving careful consideration to learners’ linguistic development from their starting points. For example, when discussing fruit, they introduce more challenging vocabulary to one group of confident speakers, such as ‘berllan’ (‘orchard’) and ‘amryliw’ (‘multicoloured’). They also ask questions that stretch learners beneficially, such as ‘beth yw mwy nag un afal?’ (‘what is more than one apple?’). Other practitioners support learners who are new to the Welsh language to foster simpler vocabulary. For example, by focusing on the names and colours of different fruit and introducing adjectives, such as ‘bach’ (‘small’) and ‘mawr’ (‘big’).
Practitioners provide valuable opportunities for learners to meet their linguistic needs. They plan purposefully and decide on vocabulary and syntactical patterns to introduce through their themes. They take advantage of various opportunities for learners to use and apply the language they have acquired by being immersed further in activities in different areas within the inclusive provision. They enrich learners’ experiences through visits in the local community, for example going for a walk to a nearby orchard.
Nearly all school headteachers and language immersion centre leaders are strongly supportive of the success of intensive programmes in language immersion centres. Most track learners’ progress through an informal approach, for example by observing sessions and talking to learners. Very recently, a few centres have adopted a tracking system that is similar to the English as an additional language service, by using the ‘5 stage model of Welsh as an additional second language’ to assess learners three times during the course. This is a suitable medium for practitioners to track learners’ language acquisition from stage A, which is defined as ‘new to Welsh’ to stage E, which is defined as ‘fluent’. This strengthens practitioners’ understanding of the next steps for the learner. For example, it sets useful expectations such as that ‘Stage D’ speakers ‘can answer specific closed questions in lessons’. However, methods for assessing the progress of latecomers throughout their school career are inconsistent.
Provision for groups of learners
On the whole, practitioners succeed in using the same language immersion methods for all learners, including those with additional learning needs. In the best practice, provision to support learners’ Welsh language skills is discussed as part of the process of reviewing individual learners’ needs, and the child contributes to the discussions. For example, practitioners organise Braille resources through the medium of Welsh for learners with visual impairments. Most learners with additional learning needs develop their Welsh language skills appropriately as part of the immersion process.
Nearly all practitioners provide suitable support for learners who speak very little, or no English at home. They do not adapt immersion education provision for learners who do not speak English as these learners usually develop their Welsh language skills suitably. Practitioners include them supportively in all activities and use the full range of valuable immersion approaches to promote their understanding of the Welsh language. However, a few local authorities organise support in separate sessions to target latecomers’ English skills. There is very little evidence of practitioners who plan to develop multilingual skills beyond supporting learners who already speak an additional language at home.
