Journal• ISSN: 2059-3708
Wales journal of education =
University of Wales Press/Gwasg Prifysgol Cymru
About: Wales journal of education = is an academic journal published by University of Wales Press/Gwasg Prifysgol Cymru. The journal publishes majorly in the area(s): Chemistry & Computer science. It has an ISSN identifier of 2059-3708. Over the lifetime, 18 publications have been published. The journal is also known as: Cylchgrawn addysg Cymru.
Topics: Chemistry, Computer science, Curriculum, Welsh, Medicine
Journal Tools
Papers
TL;DR: In this article , focus groups with students were analysed in consideration of Dörnyei's group dynamics theory, providing a poignant critique of the aims for Welsh language instruction, teachers' pedagogical practice, and what students suggest is a general disconnect between Welsh Language instruction and its use in their everyday lives.
Abstract: In 2017, the Welsh Government introduced Cymraeg 2050, an ambitious strategy to increase the number of Welsh speakers in Wales (Welsh Government, 2017). The Welsh education system is a vitally important feature of this strategy. In 2013, a review of Welsh language instruction in Key Stages 3 and 4 (Davies, 2013) identified considerable gaps in teachers’ preparation and training for teaching Welsh as a Second Language, a poor Welsh language ethos at many schools, and a general lack of resources to support the instruction of Cymraeg (or Welsh). Recommendations included several dimensions including curriculum content, pedagogical practice, and teacher assessment, training, and resources. With the advent of a new, national curricular framework (Welsh Government, 2015), this study builds on the Davies (2013) review and provides unprecedented detail into student perceptions of Welsh language instruction. Data produced through focus groups with students were analysed in consideration of Dörnyei’s group dynamics theory, providing a poignant critique of the aims for Welsh language instruction, teachers’ pedagogical practice, and what students suggest is a general disconnect between Welsh language instruction and its use in their everyday lives.
4 citations
Abstract: Editorial (Wales Journal of Education 25.2)
3 citations
TL;DR: In this article , the authors consider some of the key evidence base(s) that connect to and underpin the School as Learning Organisations (SLO) model in Wales and conclude that more practical guidance, particularly about implementation processes, are needed to assist schools in their journey towards becoming stronger learning organisations.
Abstract: Within the Welsh education system, ‘Schools as Learning Organisations’ (SLOs) remains a centrepiece of current education policy. This article considers some of the key evidence base(s) that connect to and underpin the SLO model in Wales. This is not a review of the literature but rather an overview of the main empirical evidence that reinforces the SLO approach in Wales. The article highlights that there is a supportive, empirical evidence base for each of the 7 dimensions of the Welsh SLO model. It concludes, however, that more practical guidance, particularly about implementation processes, are needed to assist schools in their journey towards becoming stronger learning organisations.
3 citations
TL;DR: In this paper , the authors discuss the problem of disgyrsiau disjoint disgyrgiau in Cymru and Cwricwlwm newydd.
Abstract: Mae Cymru ynghanol ei chyfnod o ddiwygio addysgol mwyaf erioed, a hynny ar ffurf cwricwlwm newydd. Mae’r diwygio hwnnw wedi arwain at amlygiad themâu niferus o hunaniaeth a chenedl, a’r defnydd ohonynt. Mae’r erthygl hon yn defnyddio dadansoddiad disgwrs Foucauldaidd i arch wilio lluniad disgyrsiol hunaniaeth genedlaethol wrth greu’r cwricwlwm newydd. Trwy leoli ac archwilio sut y caiff hunaniaeth dysgwyr ei godd rychu, mae’r papur yn trafod y potensial ar gyfer hunaniaeth a pherthyn o fewn y cwricwlwm newydd. Mae’n nodi hunaniaeth fel rhywbeth amry wiol, newidiol, gofodol a strategol, ac yn archwilio canlyniadau posibl y lluniadau disgyrsiol hyn. Mae’r canfyddiadau’n datgelu bod disgyrsiau o’r fath yn rhyngweithio â’i gilydd, ac yn gysylltiedig â’i gilydd, ond bod potensial iddynt wrthdaro a gwrthddweud ei gilydd hefyd. Mae’r prosiect yn nodi llawer o gymhlethdodau ac arlliwiau o ran themâu hunaniaeth a pherthyn o fewn y cwricwlwm newydd. Mae’r gwaith yn canfod potensial i berthyn yn ogystal â rhwystrau fel dieithrio ac allgáu. Yn olaf, mae’n gofyn am rywfaint o bwyll ynglŷn â’r syniad bod modd i bob dysgwr oresgyn y rhwystrau hyn wrth weithredu’r cwricwlwm newydd.
3 citations
TL;DR: The authors outline the current state of diagnostic assessment tools for Welsh, with a specific focus on measures of literacy abilities, and argue for appropriate training of educators in this area, and for the urgent need to develop tools that are both language and context specific, with relevant bilingual speaker norms, that have practical applications in the classroom, to ensure equitable and relevant diagnosis and support for all children educated in Wales.
Abstract: One area of concern within a bilingual context relates to the appropriate ‘diagnostic’ assessment of bilingual children’s language abilities and to the suitable application of their assessment results in practice. Communication and language difficulties are numerous and complex, and manifest themselves in a variety of ways that are captured to different degrees via standardised tests. Such tools are readily available – often in multiple forms – in some languages, such as English, but less readily available in others. This is particularly the case for minority languages such as Welsh, and this poses great difficulty when aiming for a certain type of assessment of specific language abilities. This paper outlines the current state of diagnostic assessment tools for Welsh, with a specific focus on measures of literacy abilities. Drawing on research evidence from the Welsh context, we argue for appropriate training of educators in this area, and for the urgent need to develop tools that are both language and context specific, with relevant bilingual speaker norms, that have practical applications in the classroom, to ensure equitable and relevant diagnosis and support for all children educated in Wales.
2 citations
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 35 |
| 2024 | 40 |
| 2023 | 23 |
| 2022 | 20 |
| 2021 | 5 |
| 2020 | 4 |