A conference held on 28 April 2021 for undergraduate and postgraduate Psychology students and those studying related subjects such as health and education. 17-18 year old learners were invited to join. The morning presentations followed the themes of: Health & Wellbeing Language, Development and Education. A Careers Panel was held in the afternoon with people representing the following careers: Educational Psychologist Clinical Psychologist Applied Behaviour Analysis Psychologist Speech & Language Therapist Higher Education lecturer There was also an opportunity to ask questions. The conference was held online, through the medium of Welsh
Online Psychology Conference
Charlotte Greenway ac Alison Rees Edwards, 'Agweddau Athrawon tuag at ADCG: Adolygiad ac Argymhellion ar gyfer...
Attention-Deficit Hyperactivity Disorder (ADHD) rates in classrooms have increased in recent years. Literature has acknowledged the significance of teachers’ attitudes towards ADHD when making referral and intervention decisions (Anderson et al., 2012) and how teachers’ attitudes affect pupil behaviours and outcomes (Rush and Harrison 2008). Teachers need to provide support for these children, yet they often feel ambivalent towards ADHD due to a lack of sufficient knowledge (Alkahtani 2013), conflicting information surrounding the disorder (Dryer, Kiernan a Tyson 2013), different cultural expectations (Moon 2012) and educational systems (Timimi and Radcliffe 2005). This paper provides a review of the literature regarding teacher attitudes towards ADHD, explores limitations in the current literature and the concerns surrounding the measurement of teachers’ attitudes towards ADHD. The paper ends with recommendations for the future.
Physical Education teachers’ perceptions of high-quality Physical Education in Welsh-medium schools across sou...
In a report in 2013, the Welsh Government suggested that raising the status of Physical Education (PE) to become a core subject, similar to Welsh and Mathematics, is an essential element in tackling the current obesity epidemic. However, PE lessons must be of a high quality in order to have a positive effect on pupils. PE teachers play a crucial role in delivering high-quality PE lessons; therefore, gaining an understanding of their perceptions about high-quality PE is essential. Interviews were held with ten PE teachers (seven males and three females) from Welsh-medium schools across south Wales. Similarities between the theory and teachers’ perceptions were evident, for example the importance of creating a positive learning environment. However, there were differences between the theory and practice, including lack of clarity about the term physical literacy. One implication of the study is the need to consult with PE teachers to design policies for high-quality PE. In the future, action research should be undertaken to promote the term physical literacy.
Darlith Flynyddol 2016: Y Gymraeg, y Wenhwyseg ac Addysg yn y De-ddwyrain
Darlith Flynyddol y Coleg Cymraeg Cenedlaethol 2016: Y Gymraeg, y Wenhwyseg ac Addysg Gymraeg yn y De-ddwyrain gan Dylan Foster Evans. Traddodwyd y ddarlith yn Eisteddfod Genedlaethol Sir Fynwy a'r Cyffiniau ar ddydd Mawrth 2 Awst 2016.
#Fi: Ben a Hollie (2013)
Cyfres ddogfen i bobl ifanc. Mae Ben yn 'sgrifennu blog ar ei wefan er mwyn rhannu ei brofiad o fod â chwaer awtistig. Mae her fawr yn ei wynebu fe a'i chwaer wrth iddyn nhw helpu i drefnu cyngerdd arbennig i godi arian tuag at awtistiaeth. Boom Cymru, 2013. Oherwydd rhesymau hawlfraint bydd angen cyfrif Coleg Cymraeg i wylio rhaglenni Archif S4C. Mae modd ymaelodi ar wefan y Coleg Cymraeg Cenedlaethol i gael cyfrif.
Anawsterau Dysgu
Datblygwyd y modiwl a’r adnoddau gan Brifysgol Casnewydd a Phrifysgol Metropolitan Caerdydd i ymdrin yn uniongyrchol â dulliau addysgu a dysgu ar gyfer disgyblion sydd â dyslecsia, mewn ymgais i gynyddu gwybodaeth a dealltwriaeth addysgwyr o ddyslecsia.
Bilingual education in the twenty-first century: A review of the international context
With the publication of its Welsh-medium Education Strategy in April 2010, the Welsh Assembly Government recognised the leading role of Welsh-medium education in the field of bilingual education throughout Europe and the world during the last fifty years. As the system further develops with increasing numbers of pupils choosing bilingual education in Wales, it is emphasised that it is important to be aware of the patterns and models available in other bilingual communities that successfully integrate bilingualism or multilingualism into their provision so that we can understand their relevance to our particular situation in Wales. This article gives an overview of the most recent developments in bilingual education in an international context and considers the important issues that emerge as this type of education continues to develop to cater for the needs of pupils in bilingual and multilingual communities throughout the world in the twenty-first century.
(The nature of language acquisition processes in children: Marking grammatical gender in Welsh)
Research on the acquisition of grammatical gender has shown that in many languages children gain an early command of gender. Often in these languages gender marking is quite overt and provides a clear one-to-one correspondence between a marker and the gender encoded. In Welsh, however, gender marking is more complex. It is marked by mutations, a set of morpho-phonological changes that affect the initial consonants of words, and the mapping between mutation and gender is quite opaque. Two mutation types are used to mark feminine gender: both feminine nouns modified by the definite article and adjectives following feminine nouns undergo soft mutation, and the feminine gender of the possessive adjective ‘ei’ is marked by aspirate mutation of the modified noun. This paper presents two studies that examine children’s and adults’ productive command of gender as expressed in the mutation of nouns modified by the definite article, and adjectives modifying nouns. Children, between the ages of 4½ and 9 years old, and adults were invited to take part in the studies. First, a semi-naturalistic study was conducted to obtain knowledge about speakers’ usage of gender marking. A Cloze procedure was then used to elicit speakers’ production of masculine and feminine forms, with both real words and nonsense forms, in a variety of linguistic contexts. Some of these contexts provided cues to gender status, some did not. The data obtained indicated that the acquisition of the Welsh gender system is a long drawn-out process, and children have not mastered the system even by 9 years of age. Welsh speakers, even in adulthood, pay little or no attention to the possible cues present in the input. Results suggest that when a language has a complex gender system that is marked by opaque morpho-phonological processes the course of development is protracted and variable.
Gloywi Iaith
Cyfres o adnoddau hylaw i loywi iaith ar gyrsiau hyfforddi cychwynnol athrawon. Gall y deunydd gael ei ddefnyddio gan athrawon newydd gymhwyso ac athrawon profiadol i wirio adnoddau a chynlluniau gwersi.
Implications of changes in the age profiles of Welsh speakers
Aitchison and Carter’s analyses of the Census over the last decades have succeeded in making the main trends concerning the spatial distribution of Welsh known to everyone with an interest in the future of the language. Even so, some aspects remain unexamined. This paper is an attempt to give a different view of the trends by presenting a number of new analyses. In the first part, language production between 1991 and 2001 that is the effect of the education system, is examined. It is shown that the introduction of the National Curriculum in Gwent led to the biggest changes. In the second part, the geographical distribution of Welsh-speakers is looked at, especially those areas where more than 70% could speak Welsh. Some indices are introduced in order to quantify the situation and to explain the significance of those areas. Lastly, the implications of spatial distribution (or social network) to the use of Welsh is discussed by consideration of a little probability theory.
An analysis of the use of code-switching by student teachers in a bilingual Secondary School class: A case fro...
The literature contains many studies on code-switching. The socio-cultural method of studying networking in the classroom as described by Mercer (2000) is based on a detailed analysis of the discourse of language classes. Mercer noted a number of linguistic techniques used by teachers. This article analyses the views of trainee-teachers on code-switching as a practice in the classroom. In the study, the class practice of two trainee teachers, bilingual in Welsh and English, was examined. The two were observed and their teaching recorded. Interviews were also held with the trainee teachers to ask them about their attitudes to the use of the first language in a secondary-school class where English is a second language. The collected data is analysed using Critical Discourse analysis methods. Specific consideration is given to what extent the trainee teachers succeeded in teaching in a way that was within the attainment of the bilingual pupils under their care. The occasions when the teachers switched from English to Welsh for a minute could be seen to correspond to the code-switching functions noted by Camilleri. The code-switching suggests a legitimate way of using common linguistic resources as a teaching support in the classroom.
Llawlyfr Creadigedd yn yr ysgol gynradd
Datblygwyd y llawlyfr ar-lein yma gan Brifysgol Cymru: Y Drindod Dewi Sant. Mae’n cyflwyno a thrafod prif elfennau creadigrwydd yn yr ysgol gynradd ar gyfer ymarferwyr y Cyfnod Sylfaen a Chyfnod Allweddol 2. Mae’r llawlyfr yn ymateb i ddatblygiadau polisi Llywodraeth Cynlluniad Cymru ac yn cynnig arweiniad ar sut i baratoi, creu, cynllunio, datblygu, trefnu ac asesu gweithgareddau dysgu ‘creadigedd’ o ansawdd uchel.