Developing Languages, Literacy and Communication in the Curriculum for Wales
Eleri Goldsmith, Welsh Government
The Curriculum for Wales will be the basis for learning and teaching children aged 3-16 in schools and settings across Wales from September 2022.
The Curriculum for Wales framework guidance has been developed to help each school develop its own curriculum. Progression is integral to the Curriculum for Wales and each school’s curriculum will enable its learners to develop towards the four purposes of the curriculum, which are the starting point and aspiration for every child and young person in Wales.
The Languages, Literacy and Communication Area of Learning and Experience (Area) addresses fundamental aspects of human communication. It aims to support learning across the whole curriculum and to enable learners to gain knowledge and skills in Welsh, English and international languages as well as in literature.
As well as progression in receptive language skills (listening and reading) and expressive skills (speaking and writing), the Languages, Literacy and Communication Area also describes progression in learning about identity and culture through languages as well as progression in literature and creativity.
I will be giving a brief overview of Languages, Literacy and Communication in the Curriculum for Wales and outlining the co-construction process through which the Curriculum for Wales guidance has been developed, bringing together educational expertise and wider research and evidence.
Eleri Goldsmith is Head of curriculum development for Welsh Government. From 2017-2020 she was the Welsh Government lead for the development of the Languages, Literacy and Communication Area of Learning and Experience for the Curriculum for Wales. Before joining Welsh Government’s Education Directorate in 2009, she was a teacher for 10 years.
Preparing for the delivery of the Languages, Literacy and Communication Area of Learning and Experience within the new Curriculum for Wales: Challenges and opportunities
Enlli Thomas, Associate Pro-Vice Chancellor (Welsh) and Professor of Education Research, Bangor University
Wales boasts a highly successful bilingual and Welsh-medium education system, that implements a variety of teaching strategies to develop pupils’ Welsh and English skills (Welsh Government, 2010). Rooted in constructivist ideologies of bilingual acquisition (Gathercole, 2007), language is viewed as being mainly input-driven, placing great emphasis on the frequency of exposure to, and engagement with, a given language (Tomasello, 2003), whilst also allowing for the flexible juxtaposition of languages to enrich learning. These experiences provide an excellent basis upon which we can build additional modes of delivery that develop pupils’ plurilingual competences, as outlined in the new Curriculum for Wales.
However, despite the success of various bilingual and/or Welsh-medium instructional methods within the Welsh-medium sector, transmitting Welsh as an L2 in English-medium schools has not received the same levels of success (Davies, 2012). Likewise, the uptake of, and exposure to other languages, in both the secondary and primary sector, has been consistently low.
In this talk, I outline the current linguistic context of education in Wales with a focus on opportunities, in the form of capacity building, infrastructure design and training, that help address some of the challenges to the successful delivery of a plurilingual approach.
Enlli Thomas is Associate Pro-Vice Chancellor (Welsh) and Professor of Education Research at Bangor University, and is a Visiting Professor at Umeå University, Sweden. She previously held the role of Head of School for the School of Education and Human Development (2014-2018), and was a core member of the Executive Board of the ESRC Centre for Bilingualism in Theory and Practice (2007-2012). She is the 2019 recipient of the prestigious Learned Society of Wales Hugh Owen Medal for excellence in education research, in recognition of her expertise on the Welsh language, bilingualism, and studies into teaching, learning and using Welsh. Her main research interests and expertise span psycholinguistic approaches to the study of bilingual language acquisition, including children’s acquisition of complex structures under conditions of minimal language input; bilingual assessment; and educational approaches to language transmission, acquisition and use. She is a member of the Welsh Language Partnership Council, which provides advice to Ministers in relation to the Welsh Language Strategy, and chairs the education sob-group of that council. She was recently appointed to the Board of Directors of the Coleg Cymraeg Cenedlaethol, which plans and supports Welsh language Higher Education provision in a strategic manner across Welsh universities.
What kind of joys and challenges have the JYU project team faced during the project? Project’s responsible director, senior lecturer Josephine Moate and project researchers Anu Palojärvi, Liisa Lempel and Tea Kangasvieri will share their experiences about working in IKI project in this theme group.
Järjestetään monikielisesti suomeksi ja englanniksi.
Organized multilingual in Finnish and English.
Millaisia taidelähtöisiä menetelmiä voi hyödyntää kielenoppimisen ja kielitietoisuuden tukemisessa? Työpajassa tutustutaan Johanna Lähteelän johdolla menetelmiin, joihin IKI-TARU-osahanke on perehtynyt omassa toiminnassaan.
Organized in Finnish.
Åbo Akademi presenterar några viktiga hållpunkter i det utvecklingsarbete som gjorts under projekttiden, med spridning från småbarnspedagogiken till åk 7-9. Vi ser närmare på några av de aktiviteter som utvecklats, bl.a. strategier för språkberikande småbarnspedagogik, förskola och nybörjarundervisning och stöd för skrivande av faktatexter i biologi.
Under workshoppen används omväxlande finska, svenska och engelska – välkommen med och språkväxla!
Työpaja järjestetään monikielisesti!
Åbo akademi esittelee joitain tärkeitä kiinnekohtia hankkeessa tehdystä kehittämistyöstä. Lähemmin tarkastellaan kielirikasteista pedagogiikkaa ja strategioita varhaiskasvatuksesta alkuopetukseen sekä faktatekstien kirjoittamistukea biologian oppiaineessa.
Workshop is organized multilingual!
Åbo akademi presents some important benchmarks in the development work that has been done during the project. We take a closer look at language enriched pedagogy with children at day cares, preschools and elementary schools.