Addysgu a dysgu mewn sefyllfaoedd dwyieithog mewn Addysg Uwch

1. Addysgu a dysgu mewn sefyllfaoedd dwyieithog mewn Addysg Uwch Teaching and Learning in bilingual settings in Higher Education

2. Mae Llywodraeth y Cynulliad wedi ymrwymo i wneud dwyieithrwydd yn realiti a’i tharged yw sicrhau bod 7% o fyfyrwyr sy’n hanu o Gymru yn gwneud o leiaf ran o’u hastudiaethau gradd drwy gyfrwng y Gymraeg erbyn 2010. The Assembly Government is committed to making bilingualism a reality and has a target of 7% of Welsh domiciled students undertaking at least part of their degree studies through the medium of Welsh by 2010. Llywodraeth Cynulliad Cymru/Welsh Assembly Government, 2008:Adroddiad Blynyddol Iaith Pawb a’r Cynllun Iaith Gymraeg 2007-2008Iaith Pawb and Welsh Language Scheme Annual Report2007-08

3. Mae angen strategaethau dysgu ac addysgu sydd yn cynnwys methodoleg ddwyieithog yn hytrach na methodoleg cyfrwng Cymraeg a Saesneg ar wahân, a hynny er mwyn codi safonau perfformiad addysg yng Nghymru. Strategies in teaching and learning that involve a bilingual rather than a separate Welsh and English medium methodologies are required to raise standards of education performance in Wales. Bwrdd yr Iaith Gymraeg/Welsh Language Board,Yr Iaith Gymraeg: Cenhadaeth a Gweledigaeth ar gyfer 2000-2005The Welsh Language: A Vision and Mission for 2000-2005

4. Fodd bynnag, mae ansawdd addysgu dwyieithog yn amrywio’n fawr. Lle nad yw addysgu dwyieithog yn effeithiol, nid yw’r cynllunio a threfniadaeth ddosbarth yn aml yn ddigon hyblyg i ddiwallu anghenion dysgwyr cyfrwng Cymraeg a chyfrwng Saesneg. However, in general, there is considerable variation in the quality of bilingual teaching. Where bilingual teaching is not effective, planning and classroom organisation is often not flexible enough to cater for the needs of both Welsh-medium and English-medium learners. Estyn(2008)Darpariaeth Gymraeg a dwyieithog ar gyfer dysgwyr 14-19 oedWelsh-medium and bilingual provision for 14-19 learners

5. Addysgu a dysgu dwyieithog Addysgu a dysgu mewn sefyllfa ddwyieithog Bilingual teaching and learning Teaching and learning in a bilingual setting Beth yw ystyr ‘addysgu a dysgu mewn sefyllfaoedd dwyieithog’ mewn Addysg Uwch ?What is meant by ‘teaching and learning in bilingual settings’ in Higher Education ?

6. darlithydd dwyieithog myfyrwyr i gyd yn ddwyieithog ac yn abl i ddilyn eu cyrsiau trwy’r Gymraeg a’r Saesneg darlithydd a myfyrwyr yn gallu gwneud defnydd o’r Gymraeg a’r Saesneg o fewn y cwrs (e.e. trawsieithu) sgiliau dwyieithog pob unigolyn yn cael ei ddatblygu bilingual lecturer all students are bilingual and able to follow their courses through the medium of Welsh and English lecturer and students are able to make use of Welsh and English within the course (e.g. translanguaging) every individual’s bilingual skills are developed Addysgu a dysgu dwyieithogBilingual teaching and learning

7. rhai myfyrwyr yn ddwyieithog (Cym/Saes) ac eraill yn uniaith Saesneg - o fewn yr un dosbarth unigolion/grwpiau yn dewis astudio’r pwnc drwy gyfrwng y Gymraeg neu’r Saesneg y deunyddiau addysgu a dysgu ar gael yn y ddwy iaith cyfle i drafod yn y naill iaith neu’r llall (grŵp bach/dosbarth cyfan) addysgu/dysgu gweithredol myfyriwr-ganolog some students are bilingual (Wel/Eng) and others are English-speaking – within the same class individuals/groups choose to study the subject through the medium of Welsh or English the teaching and learning materials are available in both languages opportunity to discuss in either language (small group/whole class) student-centred active teaching/learning Addysgu a dysgu mewn sefyllfa ddwyieithogTeaching and learning in a bilingual setting

8. Cyflwyniad dwyieithog cymharol fyr i’r dosbarth cyfan; 5–10 munud ar y mwyaf Cyflwyniad uniaith i’r grŵp Cymraeg (tra mae’r grŵp Saesneg yn paratoi trwy dasg drafod neu ddarllen neu’n gwneud gwaith ymarferol ar lefel bersonol). Cyflwyniad uniaith i’r grŵp Saesneg (tra mae’r grŵp Cymraeg yn gwneud y gwaith y bu yn ei drafod – trwy dasg drafod neu ddarllen neu’n gwneud gwaith ymarferol ar lefel bersonol). Pawb yn gweithio ar lefel bersonol neu’n barau; (y darlithydd yn defnyddio iaith yr unigolyn neu’r grŵp). Adborth dwyieithog byr yn trafod unrhyw broblemau neu unrhyw bwyntiau a gododd. Gwasanaeth Cyfieithu-ar-y pryd y Brifysgol. A comparatively short bilingual presentation to the whole class ;5–10 minutes at the most A monolingual presentation to the Welsh group (while the English group prepare by means of a discussion or reading task or do practical work individually). A monolingual presentation to the English group (while the Welsh group do the work which they discussed earlier – a discussion or reading task or individual practical work). Everyone working individually or in pairs; (the lecturer using the language of the individual or the group). A short bilingual feedback period discussing any problems or any points that arose. The University’s simultaneous Translation Service. Datblygu dulliau addysgu a dysgu dwyieithog: model Cen WilliamsDeveloping teaching and learning methodologies: Cen Williams’ model

9. Prifysgol Stellenbosch, De AffricaStellenbosch University, South Africa • Addysg a dysgu mewn sefyllfa ddwyieithog • Teaching and learning in a bilingual setting ‘co-languaging’ (Ofelia García)

10. García, Ofelia, 2009. Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell. The university’s efforts to integrate students and include non-Afrikaans-speaking students rest on delivering the curriculum in a bilingual mode, with Afrikaans and English co-present. Having both languages present on the screen, each in a different colour, enables the inclusion of all students while reserving room for Afrikaans, the language traditionally used in the university. Especially at the secondary and tertiary level, co-languaging is becoming a familiar curricular language arrangement when the content has to be delivered to different language groups simultaneously.

11. y strategaethau addysgu gorau ar gyfer y darlithydd mewn sefyllfaoedd dwyieithog yr hyn sy’n hyrwyddo’r profiad dysgu gorau i’r myfyriwr mewn sefyllfaoedd dwyieithog the best teaching strategies for the lecturer in bilingual settings what promotes the best learning experience for the student in bilingual settings Yr angen i adnabod . . .The need to identify . . .

12. Model derbyniol lle mae’r darlithydd yn sicrhau tegwch i’r ddwy iaith a lle mae blaen-gynllunio wedi sicrhau fod pob deunydd sy’n deillio o’r coleg yn ddwyieithog. Mae’r model hwn yn haeddu sylw ymchwilwyr ac yn sgîl hynny yn haeddu ei ddatblygu a’i roi ar waith fel model cyflwyno dwyieithog cydnabyddedig. An acceptable model where the lecturer ensures that both languages are treated equitably and where pre-planning has been stringent in ensuring that all college-developed materials are bilingual. This model is ripe for research and subsequent development and adoption as a recognised model of bilingual delivery. Astudiaeth o’r Ddarpariaeth Cyfrwng Cymraeg yn y Sector Addysg Bellach yng Nghymru, 1999-2000A Study of Welsh-Medium provision in the FE Sector in Wales , 1999-2000Colin Baker, Gareth Davies-Jones, Geraint Wyn Jones, Cen Williams