Language immersion remains a priority to support children learning Welsh
In the best practice seen in non-maintained nursery settings, schools and language centres, children feel safe, welcomed and ready to learn Welsh without fear of failure.
But the inspectorate has found that latecomers to learning Welsh do not have the same support to access Welsh-medium education.
Owen Evans, Chief Inspector, says,
Language immersion in Welsh-medium education is the single most important way to achieve Cymraeg 2050 and create new Welsh speakers.
Today we’ve shared how practitioners can create lively, nurturing and positive learning experiences.
But there is still more to be done. Local authorities and regional consortia are already working on their strategic vision for Welsh immersion education. Today we recommend that they make sure that all learners have equal access to immersion learning, regardless of how early or late they enter Welsh-medium education.
Estyn highlights good practice, such as in Cardiff Welsh Language Immersion Centre, which has strengthened its support for children coming late to learning Welsh. They use teaching methods such as acting in character and matching vocabulary to physical movements to help children enjoy and reinforce their language development.
Today’s report, ‘Welsh Immersion Education: Strategies and approaches to support 3 to 11-year-old learners’, looks at the support for 3 to 7-year-olds in Welsh medium and bilingual schools (early immersion) and for older children who begin learning Welsh at a later stage (late immersion).
It also recommends that non-maintained settings and schools should build on effective practice and plan consistent activities to help learners to acquire language skills purposefully and coherently.