5.4. What models of Welsh language education are currently implemented within Education Otherwise Than at School (EOTAS) provision and special schools across Wales? What evidence exists on their implementation and outcomes?
Background
Cymraeg 2050 sets a target to reach one million Welsh speakers by 2050. A key part of achieving this goal is promoting the intergenerational transmission of the language. The strategy also recognises the vital role of the early years and compulsory education sectors in providing opportunities for children and young people to acquire or learn Welsh. Also essential is facilitating opportunities to acquire or further develop Welsh language skills later in life—through post-compulsory education and training, in the workplace, and via other networks.
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Related UKRI funded projects
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Transforming Cultures of Language-Learning (TransCoLL)
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Why might this be relevant?
The project focuses on language-learning in Celtic jurisdictions, including Wales, but does not specifically address Welsh language education models within EOTAS provision and special schools.
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Progression in Primary Languages: A longitudinal study of the route and rate of language learning in primary school
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Why might this be relevant?
The project focuses on language development in primary school, which is relevant to Welsh language education in EOTAS provision and special schools.
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The project addresses language teaching crisis in the UK, which is partially relevant to Welsh language education in EOTAS provision and special schools.