Questions from the Welsh Government:
Increasing the use of Welsh
2.2 What formal or informal strategies are effective in increasing the use of a minority language in the workplace (for work or social interaction)?
2.2a What adaptations are needed to these strategies for hybrid working and other changes since COVID-19?
2.2b To what extent are people willing to use Welsh in hybrid or online meetings, and what are their experiences of doing so?
Welsh Government, 2026
Increasing the use of Welsh
2.1. What models of bilingual workplaces exist?
2.1a What evidence is available on their implementation and outcomes across sectors and contexts?
2.1b What are the key characteristics or indicators of a successful bilingual workplace?
2.1c What can we learn from other regions or countries about measuring or monitoring language use in bilingual workplaces?
Welsh Government, 2026
Increasing the use of Welsh
1.1 What are the opportunities, abilities, confidence levels and motivations of different groups to use their Welsh across various domains?
What is the relationship between these factors and patterns of daily life, particularly in the post-COVID-19 context?
1.1a What is the relationship between these factors and the extent to which Welsh speakers use the language in their daily lives?
Welsh Government, 2026
Increasing the number of Welsh speakers
8.2. What are the skills, motivation, and confidence levels of teachers to deliver Welsh language education in various contexts—including: 1/ in early years education, compulsory education, and post-compulsory education; 2/ in Welsh-medium, bilingual, and English-medium schools; 3/ during initial teacher education, the early career stage, and beyond?
8.2a What training and/or support do teachers need in these various contexts in terms of language skills and language teaching approaches?
Welsh Government, 2026
Increasing the number of Welsh speakers
8.1. What approaches or interventions could increase the recruitment and retention of the workforce for Welsh-medium childcare, early years education, and compulsory education?
8.1a. What could increase the representation of Black, Asian and Minority Ethnic people in the Welsh-medium childcare, early years education, and compulsory education workforce?
8.1b. What approaches or interventions could increase the recruitment and retention of a workforce with both the specialist skills and Welsh language ability to deliver additional learning provision through the medium of Welsh?
8.1c. What factors or interventions could increase the number of people undertaking teacher training through the medium of Welsh?
8.1d. What factors or models could increase engagement with the Welsh language among prospective teachers during their training period?
Welsh Government, 2026
Increasing the number of Welsh speakers
7.1. What factors or approaches motivate adults to learn Welsh, including individuals from specific groups, such as young people aged 16–25; Black, Asian and Minority Ethnic people; the education workforce; and new or prospective parents?
Welsh Government, 2026
Increasing the number of Welsh speakers
6.2. What are the views of young people leaving Welsh-medium or bilingual compulsory education on continuing to use Welsh for studying in the tertiary sector and/or in their careers?
6.2a How confident and/or motivated are they to use it, and what could support or encourage them to do so?
6.2b What are their perceptions of the value of their Welsh language skills for their future careers?
Welsh Government, 2026
Increasing the number of Welsh speakers
6.1. What pathways do young people who complete Welsh-medium or bilingual compulsory education follow into tertiary education and beyond?
6.1a How does this vary across socio-linguistic, geographical, socio-economic, and demographic contexts?
6.1b What are the implications for their continued use of the Welsh language?
Welsh Government, 2026
Increasing the number of Welsh speakers
5.2. In Welsh-medium, English-medium, and bilingual schools, which models, programmes, teaching approaches, and resources are effective in improving learners’ oral language outcomes (ability and/or confidence)?
5.2a Which models of bilingual education are most effective in terms of learners’ linguistic outcomes?
Welsh Government, 2026
Increasing the number of Welsh speakers
4.2. What type and amount of provision is needed when learning an additional language to reach different levels of the Common European Framework of Reference for Languages (CEFR)?
4.2a How does this vary by age or education stage, and by socio-linguistic context?
Welsh Government, 2026
Increasing the number of Welsh speakers
4.1. What are the attitudes of learners, parents/guardians and staff in English-medium schools towards the Welsh language and Welsh language education in general, across various socio-linguistic, geographical, socio-economic, and demographic contexts?
4.1a What are the perceptions of learners in English-medium schools and their parents/guardians of their experiences of Welsh language education in the primary and/or secondary sector?
4.1b What approaches or interventions foster positive attitudes?
Welsh Government, 2026