The Future of Welsh: Beyond the Classroom
The Welsh language strategy aims to reach one million speakers by 2050, with schools playing a pivotal role in this ambitious goal. However, the transition from being a learner to a speaker of Welsh presents a complex challenge that extends beyond the school gates.
My research delves into the experiences of young people post-compulsory education, revealing a concerning trend. Many individuals who once learned Welsh at school appear to diminish their use of the language, lose confidence in their speaking abilities, or even cease identifying as Welsh speakers once they leave the educational system.
This phenomenon raises crucial questions about the sustainability of Welsh language acquisition and usage. The current understanding of this transition is limited, leaving a significant gap in our knowledge.
The teaching of Welsh varies across Wales, with different educational routes yielding distinct outcomes. Welsh-medium schools provide a robust foundation for language skills and usage, while English-medium schools may offer fewer opportunities for Welsh engagement. Yet, even strong skills acquired during school years do not guarantee continued use.
The structures that once supported Welsh usage can dissipate at age 16. Young individuals may find themselves in English-dominated environments, whether in colleges, universities, apprenticeships, or workplaces. Shifts in friendship circles and geographical relocation can further contribute to the decline of Welsh usage.
The available evidence, comprising census figures, surveys, qualitative studies, and policy reports, hints at a consistent pattern but falls short of providing comprehensive insights. The census data, for instance, reveals a lower percentage of Welsh speakers among 16-19-year-olds compared to younger children, suggesting a potential decline around the end of compulsory education.
However, the census figures alone cannot definitively prove this decline. They compare different age groups rather than tracking the same individuals over time, and parents often answer for children under 16, while older teenagers provide their own responses. Moreover, the census only assesses language proficiency without delving into usage frequency, confidence levels, or the strength of Welsh speaker identification.
Qualitative research with young people offers clues, indicating that reduced opportunities, lower confidence, and the dominance of English in education or employment may contribute to less frequent Welsh usage. Yet, these insights only scratch the surface, pointing to various factors without elucidating their relative importance or impact on young individuals.
The challenge lies in the distinction between being a learner and a speaker of Welsh. While young people may have learned Welsh at school, their continued use and confidence in speaking it may wane post-education. This shift in their relationship with the language can occur due to changing circumstances, even if their proficiency remains intact.
This issue is not merely a research gap but a significant challenge for Welsh language policy. Without a comprehensive understanding of what happens to young people post-school, policymakers struggle to determine the effectiveness of Welsh language education in adult life. Existing statistics fall short of providing insights into the timing, reasons, and interventions required to sustain Welsh usage.
To address this, experts must closely follow young individuals, exploring the factors that contribute to continued Welsh usage and those that hinder it. The one-million-speaker target cannot be solely achieved through schools; its success hinges on providing young people with meaningful reasons, opportunities, and confidence to use Welsh throughout their lives.
