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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Welsh medium education</h1><div class="u-tcGrayDark">159 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Welsh medium education</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Welsh_medium_education">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Welsh_medium_education/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Welsh_medium_education/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Welsh_medium_education/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Welsh_medium_education">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5644595" data-work_id="5644595" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5644595/From_Synthetic_to_Analytic_The_Changing_use_of_Diminutive_Expressions_in_Welsh">From Synthetic to Analytic? 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The Changing use of Diminutive Expressions in Welsh","created_at":"2014-01-08T05:13:54.198-08:00","url":"https://www.academia.edu/5644595/From_Synthetic_to_Analytic_The_Changing_use_of_Diminutive_Expressions_in_Welsh?f_ri=111563","dom_id":"work_5644595","summary":null,"downloadable_attachments":[{"id":34806969,"asset_id":5644595,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":380931,"first_name":"Karolina","last_name":"Rosiak","domain_name":"amu","page_name":"KarolinaRosiak","display_name":"Karolina Rosiak","profile_url":"https://amu.academia.edu/KarolinaRosiak?f_ri=111563","photo":"https://0.academia-photos.com/380931/235096/19874001/s65_karolina.rosiak.jpg"}],"research_interests":[{"id":1396,"name":"Welsh","url":"https://www.academia.edu/Documents/in/Welsh?f_ri=111563","nofollow":true},{"id":1398,"name":"Welsh linguistics","url":"https://www.academia.edu/Documents/in/Welsh_linguistics?f_ri=111563","nofollow":true},{"id":14574,"name":"Cymraeg - the Welsh language","url":"https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language?f_ri=111563","nofollow":true},{"id":42889,"name":"Celtic Languages","url":"https://www.academia.edu/Documents/in/Celtic_Languages?f_ri=111563","nofollow":true},{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563"},{"id":974997,"name":"Celtic Languages and Cultures","url":"https://www.academia.edu/Documents/in/Celtic_Languages_and_Cultures?f_ri=111563"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1990245" data-work_id="1990245" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1990245/Twf_Addysg_Gymraeg_2002_2012">Twf Addysg Gymraeg 2002-2012</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Crynodeb o dwf addysg Gymraeg, fesul sir, 2002-2012</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1990245" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="191d22c1d334f70e84110eddb2ba3b8e" rel="nofollow" data-download="{"attachment_id":28831919,"asset_id":1990245,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/28831919/download_file?st=MTc0MDk5NTIxOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1736464" href="https://swansea.academia.edu/HeiniGruffudd">Heini Gruffudd</a><script data-card-contents-for-user="1736464" type="text/json">{"id":1736464,"first_name":"Heini","last_name":"Gruffudd","domain_name":"swansea","page_name":"HeiniGruffudd","display_name":"Heini Gruffudd","profile_url":"https://swansea.academia.edu/HeiniGruffudd?f_ri=111563","photo":"https://0.academia-photos.com/1736464/597536/742330/s65_heini.gruffudd.jpg"}</script></span></span></li><li class="js-paper-rank-work_1990245 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1990245"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1990245, container: ".js-paper-rank-work_1990245", }); 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However, language transmission through education is not without pitfalls. This... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21511550" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The education system has played a crucial role in Welsh language maintenance, with Welsh-medium education providing a central locus of language transmission. However, language transmission through education is not without pitfalls. This paper discusses the impact of top-down minority language transmission and the growing issue of formal domain dependency in Wales. We present results of 4 focus groups, undertaken with 19 male adolescent L2 speakers of Welsh. The key findings indicate that top-down formal domain transmission has amplified the view of Welsh as a language limited to formal, 'high' domains, thus inhibiting language application among male adolescents. The inherent association of Welsh with formality as well as tradition and patriotism has led to cultural disengagement among the target group.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21511550" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9cfbc7f48a07300e531d7002e154ad6c" rel="nofollow" data-download="{"attachment_id":41957720,"asset_id":21511550,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41957720/download_file?st=MTc0MDk5NTIxOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33032027" href="https://bangor.academia.edu/MarcoTamburelli">Marco Tamburelli</a><script data-card-contents-for-user="33032027" type="text/json">{"id":33032027,"first_name":"Marco","last_name":"Tamburelli","domain_name":"bangor","page_name":"MarcoTamburelli","display_name":"Marco Tamburelli","profile_url":"https://bangor.academia.edu/MarcoTamburelli?f_ri=111563","photo":"https://0.academia-photos.com/33032027/21770101/21076699/s65_marco.tamburelli.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-21511550">+1</span><div class="hidden js-additional-users-21511550"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://bangor.academia.edu/AbigailPrice">Abigail Price</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-21511550'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-21511550').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21511550 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21511550"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21511550; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21511550]").text(description); $(".js-view-count-work_21511550").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21511550").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21511550"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5603" rel="nofollow" href="https://www.academia.edu/Documents/in/Endangered_Languages">Endangered Languages</a>, <script data-card-contents-for-ri="5603" type="text/json">{"id":5603,"name":"Endangered Languages","url":"https://www.academia.edu/Documents/in/Endangered_Languages?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11658" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Education">Bilingual Education</a>, <script data-card-contents-for-ri="11658" type="text/json">{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16164" rel="nofollow" href="https://www.academia.edu/Documents/in/Minority_Languages">Minority Languages</a><script data-card-contents-for-ri="16164" type="text/json">{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21511550]'), work: {"id":21511550,"title":"Minority language abandonment in Welsh-medium educated L2 male adolescents: classroom, not chatroom","created_at":"2016-02-03T07:49:52.073-08:00","url":"https://www.academia.edu/21511550/Minority_language_abandonment_in_Welsh_medium_educated_L2_male_adolescents_classroom_not_chatroom?f_ri=111563","dom_id":"work_21511550","summary":"The education system has played a crucial role in Welsh language maintenance, with Welsh-medium education providing a central locus of language transmission. However, language transmission through education is not without pitfalls. This paper discusses the impact of top-down minority language transmission and the growing issue of formal domain dependency in Wales. We present results of 4 focus groups, undertaken with 19 male adolescent L2 speakers of Welsh. The key findings indicate that top-down formal domain transmission has amplified the view of Welsh as a language limited to formal, 'high' domains, thus inhibiting language application among male adolescents. The inherent association of Welsh with formality as well as tradition and patriotism has led to cultural disengagement among the target group.","downloadable_attachments":[{"id":41957720,"asset_id":21511550,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33032027,"first_name":"Marco","last_name":"Tamburelli","domain_name":"bangor","page_name":"MarcoTamburelli","display_name":"Marco Tamburelli","profile_url":"https://bangor.academia.edu/MarcoTamburelli?f_ri=111563","photo":"https://0.academia-photos.com/33032027/21770101/21076699/s65_marco.tamburelli.jpg"},{"id":3247105,"first_name":"Abigail","last_name":"Price","domain_name":"bangor","page_name":"AbigailPrice","display_name":"Abigail Price","profile_url":"https://bangor.academia.edu/AbigailPrice?f_ri=111563","photo":"https://0.academia-photos.com/3247105/8802990/9828865/s65_abigail.price.jpg"}],"research_interests":[{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=111563","nofollow":true},{"id":5603,"name":"Endangered Languages","url":"https://www.academia.edu/Documents/in/Endangered_Languages?f_ri=111563","nofollow":true},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=111563","nofollow":true},{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=111563","nofollow":true},{"id":29541,"name":"Diglossia","url":"https://www.academia.edu/Documents/in/Diglossia?f_ri=111563"},{"id":33010,"name":"Language Attitudes","url":"https://www.academia.edu/Documents/in/Language_Attitudes?f_ri=111563"},{"id":38926,"name":"Language Maintenance and Shift","url":"https://www.academia.edu/Documents/in/Language_Maintenance_and_Shift?f_ri=111563"},{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1990281" data-work_id="1990281" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1990281/The_Growth_of_Welsh_Medium_Education_2002_2012">The Growth of Welsh Medium Education 2002-2012</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The growth of Welsh medium education in Wales, by county, 2002-2012</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1990281" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d2eece46f42c9cd0e08667d2dc3660b8" rel="nofollow" data-download="{"attachment_id":28832073,"asset_id":1990281,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/28832073/download_file?st=MTc0MDk5NTIxOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1736464" href="https://swansea.academia.edu/HeiniGruffudd">Heini Gruffudd</a><script data-card-contents-for-user="1736464" type="text/json">{"id":1736464,"first_name":"Heini","last_name":"Gruffudd","domain_name":"swansea","page_name":"HeiniGruffudd","display_name":"Heini Gruffudd","profile_url":"https://swansea.academia.edu/HeiniGruffudd?f_ri=111563","photo":"https://0.academia-photos.com/1736464/597536/742330/s65_heini.gruffudd.jpg"}</script></span></span></li><li class="js-paper-rank-work_1990281 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1990281"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1990281, container: ".js-paper-rank-work_1990281", }); });</script></li><li class="js-percentile-work_1990281 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1990281; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1990281"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1990281 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1990281"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1990281; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1990281]").text(description); $(".js-view-count-work_1990281").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1990281").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1990281"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="111563" rel="nofollow" href="https://www.academia.edu/Documents/in/Welsh_medium_education">Welsh medium education</a><script data-card-contents-for-ri="111563" type="text/json">{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1990281]'), work: {"id":1990281,"title":"The Growth of Welsh Medium Education 2002-2012","created_at":"2012-10-02T18:32:08.674-07:00","url":"https://www.academia.edu/1990281/The_Growth_of_Welsh_Medium_Education_2002_2012?f_ri=111563","dom_id":"work_1990281","summary":"The growth of Welsh medium education in Wales, by county, 2002-2012","downloadable_attachments":[{"id":28832073,"asset_id":1990281,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1736464,"first_name":"Heini","last_name":"Gruffudd","domain_name":"swansea","page_name":"HeiniGruffudd","display_name":"Heini Gruffudd","profile_url":"https://swansea.academia.edu/HeiniGruffudd?f_ri=111563","photo":"https://0.academia-photos.com/1736464/597536/742330/s65_heini.gruffudd.jpg"}],"research_interests":[{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15168219" data-work_id="15168219" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15168219/Cyd_destun_Heriau_a_Methodoleg_ar_gyfer_y_gwaith_ymchwil">Cyd-destun, Heriau a Methodoleg ar gyfer y gwaith ymchwil</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Dyma fy mhapur cyntaf sy'n cyflwyno'n fras cyd-destun, heriau a methodoleg y gwaith ymchwil yr wyf wrthi'n ei wneud ym Mhrifysgol Abertawe.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15168219" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4cda8bdd9c8b84bbe3f9cb610caa6052" rel="nofollow" data-download="{"attachment_id":38565327,"asset_id":15168219,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38565327/download_file?st=MTc0MDk5NTIxOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25126083" href="https://swansea.academia.edu/AlexLovell">Alex Lovell</a><script data-card-contents-for-user="25126083" type="text/json">{"id":25126083,"first_name":"Alex","last_name":"Lovell","domain_name":"swansea","page_name":"AlexLovell","display_name":"Alex Lovell","profile_url":"https://swansea.academia.edu/AlexLovell?f_ri=111563","photo":"https://0.academia-photos.com/25126083/7301739/16950927/s65_alex.lovell.jpg"}</script></span></span></li><li class="js-paper-rank-work_15168219 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15168219"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15168219, container: ".js-paper-rank-work_15168219", }); });</script></li><li class="js-percentile-work_15168219 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15168219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_15168219"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_15168219 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="15168219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15168219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15168219]").text(description); $(".js-view-count-work_15168219").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15168219").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15168219"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1396" rel="nofollow" href="https://www.academia.edu/Documents/in/Welsh">Welsh</a>, <script data-card-contents-for-ri="1396" type="text/json">{"id":1396,"name":"Welsh","url":"https://www.academia.edu/Documents/in/Welsh?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11658" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Education">Bilingual Education</a>, <script data-card-contents-for-ri="11658" type="text/json">{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14574" rel="nofollow" href="https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language">Cymraeg - the Welsh language</a><script data-card-contents-for-ri="14574" type="text/json">{"id":14574,"name":"Cymraeg - the Welsh language","url":"https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15168219]'), work: {"id":15168219,"title":"Cyd-destun, Heriau a Methodoleg ar gyfer y gwaith ymchwil","created_at":"2015-08-25T05:11:20.861-07:00","url":"https://www.academia.edu/15168219/Cyd_destun_Heriau_a_Methodoleg_ar_gyfer_y_gwaith_ymchwil?f_ri=111563","dom_id":"work_15168219","summary":"Dyma fy mhapur cyntaf sy'n cyflwyno'n fras cyd-destun, heriau a methodoleg y gwaith ymchwil yr wyf wrthi'n ei wneud ym Mhrifysgol Abertawe. ","downloadable_attachments":[{"id":38565327,"asset_id":15168219,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25126083,"first_name":"Alex","last_name":"Lovell","domain_name":"swansea","page_name":"AlexLovell","display_name":"Alex Lovell","profile_url":"https://swansea.academia.edu/AlexLovell?f_ri=111563","photo":"https://0.academia-photos.com/25126083/7301739/16950927/s65_alex.lovell.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=111563","nofollow":true},{"id":1396,"name":"Welsh","url":"https://www.academia.edu/Documents/in/Welsh?f_ri=111563","nofollow":true},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=111563","nofollow":true},{"id":14574,"name":"Cymraeg - the Welsh language","url":"https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language?f_ri=111563","nofollow":true},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=111563"},{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67732729" data-work_id="67732729" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/67732729/Welsh_medium_education_and_parental_incentives_the_case_of_the_Rhymni_Valley_Caerffili">Welsh-medium education and parental incentives – the case of the Rhymni Valley, Caerffili</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">According to the 2001 Census, there has been a substantial increase in the numbers of Welsh speakers aged 5–15 years, especially in south-east Wales. It is generally accepted that this increase can be largely attributed to the success of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67732729" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">According to the 2001 Census, there has been a substantial increase in the numbers of Welsh speakers aged 5–15 years, especially in south-east Wales. It is generally accepted that this increase can be largely attributed to the success of Welsh-medium education. Indeed, Welsh-medium education has long been seen as an effective language planning tool and language transmission sphere to transmit</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67732729" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="244829" href="https://bangor.academia.edu/DrRhianHodges">Dr. Rhian Hodges</a><script data-card-contents-for-user="244829" type="text/json">{"id":244829,"first_name":"Dr. Rhian","last_name":"Hodges","domain_name":"bangor","page_name":"DrRhianHodges","display_name":"Dr. Rhian Hodges","profile_url":"https://bangor.academia.edu/DrRhianHodges?f_ri=111563","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_67732729 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67732729"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67732729, container: ".js-paper-rank-work_67732729", }); 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Indeed, Welsh-medium education has long been seen as an effective language planning tool and language transmission sphere to transmit","downloadable_attachments":[],"ordered_authors":[{"id":244829,"first_name":"Dr. Rhian","last_name":"Hodges","domain_name":"bangor","page_name":"DrRhianHodges","display_name":"Dr. Rhian Hodges","profile_url":"https://bangor.academia.edu/DrRhianHodges?f_ri=111563","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=111563","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=111563","nofollow":true},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=111563","nofollow":true},{"id":2523,"name":"Sociology of 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href="https://www.academia.edu/6560304/Accommodating_and_resisting_minority_language_policy_the_case_of_Wales">Accommodating and resisting minority language policy: the case of Wales</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6560304" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f0f61a190d4dda16df23ab2dd7ee9ecd" rel="nofollow" data-download="{"attachment_id":33320307,"asset_id":6560304,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33320307/download_file?st=MTc0MDk5NTIxOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10487931" href="https://auckland.academia.edu/StephenMay">Stephen May</a><script data-card-contents-for-user="10487931" type="text/json">{"id":10487931,"first_name":"Stephen","last_name":"May","domain_name":"auckland","page_name":"StephenMay","display_name":"Stephen May","profile_url":"https://auckland.academia.edu/StephenMay?f_ri=111563","photo":"https://0.academia-photos.com/10487931/3181005/3754143/s65_stephen.may.jpg"}</script></span></span></li><li class="js-paper-rank-work_6560304 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6560304"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6560304, container: ".js-paper-rank-work_6560304", }); });</script></li><li class="js-percentile-work_6560304 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6560304; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6560304"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16164" rel="nofollow" href="https://www.academia.edu/Documents/in/Minority_Languages">Minority Languages</a>, <script data-card-contents-for-ri="16164" type="text/json">{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30160" rel="nofollow" href="https://www.academia.edu/Documents/in/Minority_Rights">Minority Rights</a>, <script data-card-contents-for-ri="30160" type="text/json">{"id":30160,"name":"Minority Rights","url":"https://www.academia.edu/Documents/in/Minority_Rights?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33010" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Attitudes">Language Attitudes</a><script data-card-contents-for-ri="33010" type="text/json">{"id":33010,"name":"Language Attitudes","url":"https://www.academia.edu/Documents/in/Language_Attitudes?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6560304]'), work: {"id":6560304,"title":"Accommodating and resisting minority language policy: the case of Wales","created_at":"2014-03-26T14:21:44.087-07:00","url":"https://www.academia.edu/6560304/Accommodating_and_resisting_minority_language_policy_the_case_of_Wales?f_ri=111563","dom_id":"work_6560304","summary":null,"downloadable_attachments":[{"id":33320307,"asset_id":6560304,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10487931,"first_name":"Stephen","last_name":"May","domain_name":"auckland","page_name":"StephenMay","display_name":"Stephen May","profile_url":"https://auckland.academia.edu/StephenMay?f_ri=111563","photo":"https://0.academia-photos.com/10487931/3181005/3754143/s65_stephen.may.jpg"}],"research_interests":[{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=111563","nofollow":true},{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=111563","nofollow":true},{"id":30160,"name":"Minority Rights","url":"https://www.academia.edu/Documents/in/Minority_Rights?f_ri=111563","nofollow":true},{"id":33010,"name":"Language Attitudes","url":"https://www.academia.edu/Documents/in/Language_Attitudes?f_ri=111563","nofollow":true},{"id":52579,"name":"Language rights","url":"https://www.academia.edu/Documents/in/Language_rights?f_ri=111563"},{"id":52580,"name":"Minority language rights","url":"https://www.academia.edu/Documents/in/Minority_language_rights?f_ri=111563"},{"id":96273,"name":"Wales","url":"https://www.academia.edu/Documents/in/Wales?f_ri=111563"},{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7504030" data-work_id="7504030" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7504030/Ideological_Directions_in_Welsh_Language_Policy_A_Content_Analysis">Ideological Directions in Welsh Language Policy: A Content Analysis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract: This paper has two aims. First is to illustrate ideologies and normativities evident in contemporary Welsh language policy. Second is to show how content analysis -- which tends to be passed over in language policy for more... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7504030" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract: This paper has two aims. First is to illustrate ideologies and normativities evident in contemporary Welsh language policy. Second is to show how content analysis -- which tends to be passed over in language policy for more complex areas of discourse analysis -- can nevertheless prove a useful and influential tool in analysing policy and communciating with policymakers. Recovering content analysis from its peripheral position as a ‘poor cousin’ of discourse analysis is a main plank of this work. <br /> <br />The Welsh Government’s plan to ‘create a bilingual Wales’ is ambitious – aiming for significant increases in Welsh use across Wales. How the devolved Welsh legislature promotes the Welsh language as a national icon touches on the fractious territory of heritage, identity, authenticity and cultural survival. <br /> <br />This paper examines ideological orientations in three Welsh language policy documents. Content analysis is used to weigh up their ideological orientations, according <br />to De Schutter’s (2007) tripartite framework of language ideologies: <br />- ‘instrumental’ (language is a means to achieve non-linguistic capabilities); <br />- ‘constitutive’ (language influences identity); <br />- ‘intrinsic’ (language is valuable irrespective of human interests). <br /> <br />The findings show that the intrinsic ideology predominates across the three texts. Action is planned not for capabilities or identity, but for the Welsh language as an independent entity. Potential discriminatory effects on non-speakers of Welsh are also acknowledged, and justified within the pursuit of increased Welsh usage. <br /> <br />Further information is reviewed on political and civic debate, and on interfaces with policymakers showing the research findings. This provides enlightening insights into underlying rationales. <br /> <br />To return to methodology, I argue that where there are themes ready to deploy (such as De Schutter’s framework), content analysis can robustly depict orientations across texts, and help communicate findings to policymakers. <br /> <br />Reference: DeSchutter, H.(2007). Language policy and political philosophy: On the emerging linguistic justice debate. Language Problems and Language Planning 31(1):1–23.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7504030" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="98fffe49d72333ef0f7e3b748be67253" rel="nofollow" data-download="{"attachment_id":34613749,"asset_id":7504030,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34613749/download_file?st=MTc0MDk5NTIyMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42945" href="https://jyu.academia.edu/DaveSayers">Dave Sayers</a><script data-card-contents-for-user="42945" type="text/json">{"id":42945,"first_name":"Dave","last_name":"Sayers","domain_name":"jyu","page_name":"DaveSayers","display_name":"Dave Sayers","profile_url":"https://jyu.academia.edu/DaveSayers?f_ri=111563","photo":"https://0.academia-photos.com/42945/13874/32952192/s65_dave.sayers.jpg"}</script></span></span></li><li class="js-paper-rank-work_7504030 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7504030"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7504030, container: ".js-paper-rank-work_7504030", }); 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$(".js-view-count[data-work-id=7504030]").text(description); $(".js-view-count-work_7504030").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7504030").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7504030"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1398" rel="nofollow" href="https://www.academia.edu/Documents/in/Welsh_linguistics">Welsh linguistics</a>, <script data-card-contents-for-ri="1398" type="text/json">{"id":1398,"name":"Welsh linguistics","url":"https://www.academia.edu/Documents/in/Welsh_linguistics?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5539" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_and_Ideology">Language and Ideology</a>, <script data-card-contents-for-ri="5539" type="text/json">{"id":5539,"name":"Language and Ideology","url":"https://www.academia.edu/Documents/in/Language_and_Ideology?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5780" rel="nofollow" href="https://www.academia.edu/Documents/in/Ideology">Ideology</a><script data-card-contents-for-ri="5780" type="text/json">{"id":5780,"name":"Ideology","url":"https://www.academia.edu/Documents/in/Ideology?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7504030]'), work: {"id":7504030,"title":"Ideological Directions in Welsh Language Policy: A Content Analysis","created_at":"2014-06-29T23:05:08.278-07:00","url":"https://www.academia.edu/7504030/Ideological_Directions_in_Welsh_Language_Policy_A_Content_Analysis?f_ri=111563","dom_id":"work_7504030","summary":"Abstract: This paper has two aims. First is to illustrate ideologies and normativities evident in contemporary Welsh language policy. Second is to show how content analysis -- which tends to be passed over in language policy for more complex areas of discourse analysis -- can nevertheless prove a useful and influential tool in analysing policy and communciating with policymakers. Recovering content analysis from its peripheral position as a ‘poor cousin’ of discourse analysis is a main plank of this work.\r\n\r\nThe Welsh Government’s plan to ‘create a bilingual Wales’ is ambitious – aiming for significant increases in Welsh use across Wales. How the devolved Welsh legislature promotes the Welsh language as a national icon touches on the fractious territory of heritage, identity, authenticity and cultural survival.\r\n\r\nThis paper examines ideological orientations in three Welsh language policy documents. Content analysis is used to weigh up their ideological orientations, according\r\nto De Schutter’s (2007) tripartite framework of language ideologies:\r\n- ‘instrumental’ (language is a means to achieve non-linguistic capabilities);\r\n- ‘constitutive’ (language influences identity);\r\n- ‘intrinsic’ (language is valuable irrespective of human interests).\r\n\r\nThe findings show that the intrinsic ideology predominates across the three texts. Action is planned not for capabilities or identity, but for the Welsh language as an independent entity. Potential discriminatory effects on non-speakers of Welsh are also acknowledged, and justified within the pursuit of increased Welsh usage.\r\n\r\nFurther information is reviewed on political and civic debate, and on interfaces with policymakers showing the research findings. This provides enlightening insights into underlying rationales.\r\n\r\nTo return to methodology, I argue that where there are themes ready to deploy (such as De Schutter’s framework), content analysis can robustly depict orientations across texts, and help communicate findings to policymakers.\r\n\r\nReference: DeSchutter, H.(2007). Language policy and political philosophy: On the emerging linguistic justice debate. Language Problems and Language Planning 31(1):1–23.","downloadable_attachments":[{"id":34613749,"asset_id":7504030,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42945,"first_name":"Dave","last_name":"Sayers","domain_name":"jyu","page_name":"DaveSayers","display_name":"Dave Sayers","profile_url":"https://jyu.academia.edu/DaveSayers?f_ri=111563","photo":"https://0.academia-photos.com/42945/13874/32952192/s65_dave.sayers.jpg"}],"research_interests":[{"id":1398,"name":"Welsh linguistics","url":"https://www.academia.edu/Documents/in/Welsh_linguistics?f_ri=111563","nofollow":true},{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=111563","nofollow":true},{"id":5539,"name":"Language and Ideology","url":"https://www.academia.edu/Documents/in/Language_and_Ideology?f_ri=111563","nofollow":true},{"id":5780,"name":"Ideology","url":"https://www.academia.edu/Documents/in/Ideology?f_ri=111563","nofollow":true},{"id":8605,"name":"Language Policy and Politics of Identity","url":"https://www.academia.edu/Documents/in/Language_Policy_and_Politics_of_Identity?f_ri=111563"},{"id":10129,"name":"Capability Approach","url":"https://www.academia.edu/Documents/in/Capability_Approach?f_ri=111563"},{"id":12754,"name":"Language Ideology","url":"https://www.academia.edu/Documents/in/Language_Ideology?f_ri=111563"},{"id":14574,"name":"Cymraeg - the Welsh language","url":"https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language?f_ri=111563"},{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=111563"},{"id":18640,"name":"Ideology and Discourse Analysis","url":"https://www.academia.edu/Documents/in/Ideology_and_Discourse_Analysis?f_ri=111563"},{"id":30160,"name":"Minority Rights","url":"https://www.academia.edu/Documents/in/Minority_Rights?f_ri=111563"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=111563"},{"id":52580,"name":"Minority language rights","url":"https://www.academia.edu/Documents/in/Minority_language_rights?f_ri=111563"},{"id":69068,"name":"Language politics","url":"https://www.academia.edu/Documents/in/Language_politics?f_ri=111563"},{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563"},{"id":153464,"name":"Language and Politics","url":"https://www.academia.edu/Documents/in/Language_and_Politics?f_ri=111563"},{"id":155209,"name":"Language Policies","url":"https://www.academia.edu/Documents/in/Language_Policies?f_ri=111563"},{"id":178059,"name":"Language policy and planning","url":"https://www.academia.edu/Documents/in/Language_policy_and_planning?f_ri=111563"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12026126" data-work_id="12026126" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12026126/Cyfieithu_iaith_y_caethweision_yn_Uncle_Tom_s_cabin_a_darluniadau_o_siaradwyr_ail_iaith_mewn_llenyddiaeth_Gymraeg_Translating_the_language_of_the_slaves_in_Uncle_Toms_Cabin_and_representations_of_second_language_speakers_in_Welsh_literature_">Cyfieithu iaith y caethweision yn Uncle Tom’s cabin a darluniadau o siaradwyr ail iaith mewn llenyddiaeth Gymraeg [Translating the language of the slaves in Uncle Tom's Cabin and representations of second-language speakers in Welsh literature]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Uncle Tom’s Cabin, Harriett Beecher Stowe’s influential anti-slavery novel, appeared in eight different Welsh-language versions (translations, abridgements and adaptations) between 1852 and 1854. This paper looks at the representations of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12026126" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Uncle Tom’s Cabin, Harriett Beecher Stowe’s influential anti-slavery novel, appeared in eight different Welsh-language versions (translations, abridgements and adaptations) between 1852 and 1854. This paper looks at the representations of spoken language in these translations, especially the language of the uneducated slaves and other characters represented by Stowe as speaking varieties other than standard English. The Welsh translators, to varying degrees, seem to have been sensitive to the register variation as represented in the original. They equated standard spoken English with written literary Welsh, and Southern White Vernacular English (SWVE) with the translator’s own spoken regional dialect. In addition, in their translation of early African-American Vernacular English (AAVE), they included various other features, auxiliary deletion and postnominal pronouns in possessor constructions, which are known in nineteenth-century Welsh literature only from representations of second-language, non-native Welsh. These structures have, however, become part of the informal colloquial spoken Welsh of first-language speakers today, supporting existing approaches that view their innovation and diffusion as being due to language contact with English.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12026126" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="587db1525655375b687c45a5158194f4" rel="nofollow" data-download="{"attachment_id":46284755,"asset_id":12026126,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46284755/download_file?st=MTc0MDk5NTIyMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="112944" href="https://oxford.academia.edu/DavidWillis">David Willis</a><script data-card-contents-for-user="112944" type="text/json">{"id":112944,"first_name":"David","last_name":"Willis","domain_name":"oxford","page_name":"DavidWillis","display_name":"David Willis","profile_url":"https://oxford.academia.edu/DavidWillis?f_ri=111563","photo":"https://0.academia-photos.com/112944/1199431/1502615/s65_david.willis.png"}</script></span></span></li><li class="js-paper-rank-work_12026126 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12026126"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12026126, container: ".js-paper-rank-work_12026126", }); });</script></li><li class="js-percentile-work_12026126 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12026126; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12026126"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12026126 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12026126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12026126; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12026126]").text(description); $(".js-view-count-work_12026126").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12026126").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12026126"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1397" rel="nofollow" href="https://www.academia.edu/Documents/in/Welsh_Literature">Welsh Literature</a>, <script data-card-contents-for-ri="1397" type="text/json">{"id":1397,"name":"Welsh Literature","url":"https://www.academia.edu/Documents/in/Welsh_Literature?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1398" rel="nofollow" href="https://www.academia.edu/Documents/in/Welsh_linguistics">Welsh linguistics</a>, <script data-card-contents-for-ri="1398" type="text/json">{"id":1398,"name":"Welsh linguistics","url":"https://www.academia.edu/Documents/in/Welsh_linguistics?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7703" rel="nofollow" href="https://www.academia.edu/Documents/in/Welsh_History">Welsh History</a>, <script data-card-contents-for-ri="7703" type="text/json">{"id":7703,"name":"Welsh History","url":"https://www.academia.edu/Documents/in/Welsh_History?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14574" rel="nofollow" href="https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language">Cymraeg - the Welsh language</a><script data-card-contents-for-ri="14574" type="text/json">{"id":14574,"name":"Cymraeg - the Welsh language","url":"https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12026126]'), work: {"id":12026126,"title":"Cyfieithu iaith y caethweision yn Uncle Tom’s cabin a darluniadau o siaradwyr ail iaith mewn llenyddiaeth Gymraeg [Translating the language of the slaves in Uncle Tom's Cabin and representations of second-language speakers in Welsh literature]","created_at":"2015-04-20T07:14:30.080-07:00","url":"https://www.academia.edu/12026126/Cyfieithu_iaith_y_caethweision_yn_Uncle_Tom_s_cabin_a_darluniadau_o_siaradwyr_ail_iaith_mewn_llenyddiaeth_Gymraeg_Translating_the_language_of_the_slaves_in_Uncle_Toms_Cabin_and_representations_of_second_language_speakers_in_Welsh_literature_?f_ri=111563","dom_id":"work_12026126","summary":"Uncle Tom’s Cabin, Harriett Beecher Stowe’s influential anti-slavery novel, appeared in eight different Welsh-language versions (translations, abridgements and adaptations) between 1852 and 1854. This paper looks at the representations of spoken language in these translations, especially the language of the uneducated slaves and other characters represented by Stowe as speaking varieties other than standard English. The Welsh translators, to varying degrees, seem to have been sensitive to the register variation as represented in the original. They equated standard spoken English with written literary Welsh, and Southern White Vernacular English (SWVE) with the translator’s own spoken regional dialect. In addition, in their translation of early African-American Vernacular English (AAVE), they included various other features, auxiliary deletion and postnominal pronouns in possessor constructions, which are known in nineteenth-century Welsh literature only from representations of second-language, non-native Welsh. These structures have, however, become part of the informal colloquial spoken Welsh of first-language speakers today, supporting existing approaches that view their innovation and diffusion as being due to language contact with English.","downloadable_attachments":[{"id":46284755,"asset_id":12026126,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":112944,"first_name":"David","last_name":"Willis","domain_name":"oxford","page_name":"DavidWillis","display_name":"David Willis","profile_url":"https://oxford.academia.edu/DavidWillis?f_ri=111563","photo":"https://0.academia-photos.com/112944/1199431/1502615/s65_david.willis.png"}],"research_interests":[{"id":1397,"name":"Welsh Literature","url":"https://www.academia.edu/Documents/in/Welsh_Literature?f_ri=111563","nofollow":true},{"id":1398,"name":"Welsh linguistics","url":"https://www.academia.edu/Documents/in/Welsh_linguistics?f_ri=111563","nofollow":true},{"id":7703,"name":"Welsh History","url":"https://www.academia.edu/Documents/in/Welsh_History?f_ri=111563","nofollow":true},{"id":14574,"name":"Cymraeg - the Welsh language","url":"https://www.academia.edu/Documents/in/Cymraeg_-_the_Welsh_language?f_ri=111563","nofollow":true},{"id":50796,"name":"Language contact","url":"https://www.academia.edu/Documents/in/Language_contact?f_ri=111563"},{"id":50804,"name":"Literary translation","url":"https://www.academia.edu/Documents/in/Literary_translation?f_ri=111563"},{"id":64915,"name":"Welsh History and Culture","url":"https://www.academia.edu/Documents/in/Welsh_History_and_Culture?f_ri=111563"},{"id":75235,"name":"Uncle Tom's Cabin","url":"https://www.academia.edu/Documents/in/Uncle_Toms_Cabin?f_ri=111563"},{"id":75635,"name":"Harriet Beecher Stowe","url":"https://www.academia.edu/Documents/in/Harriet_Beecher_Stowe?f_ri=111563"},{"id":111563,"name":"Welsh medium education","url":"https://www.academia.edu/Documents/in/Welsh_medium_education?f_ri=111563"},{"id":509939,"name":"Contact-Induced Language Change","url":"https://www.academia.edu/Documents/in/Contact-Induced_Language_Change?f_ri=111563"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5639433" data-work_id="5639433" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/5639433/Wales_Doing_Things_Differently_Leanne_Wood_AM_Leader_of_Plaid_Cymru">Wales: Doing Things Differently - Leanne Wood AM, Leader of Plaid Cymru </a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share 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Politics","url":"https://www.academia.edu/Documents/in/Comparative_Politics?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="802" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Economy">Political Economy</a>, <script data-card-contents-for-ri="802" type="text/json">{"id":802,"name":"Political Economy","url":"https://www.academia.edu/Documents/in/Political_Economy?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1118" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Participation">Political Participation</a><script data-card-contents-for-ri="1118" type="text/json">{"id":1118,"name":"Political Participation","url":"https://www.academia.edu/Documents/in/Political_Participation?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5639433]'), work: {"id":5639433,"title":"Wales: Doing Things Differently - Leanne Wood AM, Leader of Plaid Cymru ","created_at":"2014-01-07T21:22:15.302-08:00","url":"https://www.academia.edu/5639433/Wales_Doing_Things_Differently_Leanne_Wood_AM_Leader_of_Plaid_Cymru?f_ri=111563","dom_id":"work_5639433","summary":null,"downloadable_attachments":[],"ordered_authors":[{"id":2909224,"first_name":"CPLAN","last_name":"Innovation and Engagement","domain_name":"cardiff","page_name":"CarlSmith","display_name":"CPLAN Innovation and Engagement","profile_url":"https://cardiff.academia.edu/CarlSmith?f_ri=111563","photo":"https://0.academia-photos.com/2909224/955991/1198133/s65_cplan.innovation_and_engagement.jpg"}],"research_interests":[{"id":201,"name":"Political Sociology","url":"https://www.academia.edu/Documents/in/Political_Sociology?f_ri=111563","nofollow":true},{"id":796,"name":"Comparative 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u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12626040" data-work_id="12626040" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12626040/Blindspots_in_policy_and_attrition_in_practice_Possible_unintended_consequences_of_Welsh_language_policy">Blindspots in policy and attrition in practice? Possible unintended consequences of Welsh language policy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper has two broad elements. First is a textual analysis of the explicit priorities set forth in Welsh language policy, covering four flagship policy texts published by the Welsh Government over a ten year period. Second is an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12626040" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper has two broad elements. First is a textual analysis of the explicit priorities set forth in Welsh language policy, covering four flagship policy texts published by the Welsh Government over a ten year period. Second is an ethnographic analysis demonstrating tensions between, and among, self-identifying ‘Welsh’ and ‘English’ students at two contrasting schools in a small South Wales town (one predominantly Welsh-medium and one predominantly English-medium). We draw preliminary links between these two previously separate research projects, hoping for constructive feedback. <br /> <br />A principal disjuncture identified in the textual analysis is a policy-level oversight towards issues of human well-being. Welsh language policy tends to foreground the language itself as a beneficiary, a kind of abstract entity in need of protection. There is a corresponding focus on increasing the sheer number of Welsh speakers, which tends to overshadow explicit discussion of how this might materially benefit people in Wales. <br /> <br />Meanwhile a relatable finding in the ethnographic analysis is the creation of social tensions in the context of the above-mentioned schools. The Welsh-medium school is trying to pull its weight in the government’s goal to ‘create a bilingual Wales’, by educating the next generation of Welsh speakers. But in practice, everyday teaching practice at the Welsh-medium school involves robustly urging Welsh while firmly sanctioning English. This spurs various tensions on the ground and, paradoxically, triggers rebellions towards English beyond the school gate. A policy to encourage more Welsh may in reality achieve the opposite. All this is especially salutary in light of the most recent Census data, showing at best a mixed picture in the growth of Welsh use. <br /> <br />It seems that these two broad research findings could have important connections. If Welsh language policy tends to focus on the sheer number of speakers, and elides questions of human well-being, then could this help explain the unintended social tensions and diverging incentives to use Welsh on the ground? Instead, could a policy that began from the opposite end of the telescope, and focused on young people’s ownership of the language without such concern for overall numbers, have more success? Without straying into any normative policy proposals, we offer some final speculations here, based on our analyses.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12626040" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="145c4bccabe0ec85bad1ebcb49df9438" rel="nofollow" data-download="{"attachment_id":38059468,"asset_id":12626040,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38059468/download_file?st=MTc0MDk5NTIyMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42945" href="https://jyu.academia.edu/DaveSayers">Dave Sayers</a><script data-card-contents-for-user="42945" type="text/json">{"id":42945,"first_name":"Dave","last_name":"Sayers","domain_name":"jyu","page_name":"DaveSayers","display_name":"Dave Sayers","profile_url":"https://jyu.academia.edu/DaveSayers?f_ri=111563","photo":"https://0.academia-photos.com/42945/13874/32952192/s65_dave.sayers.jpg"}</script></span></span></li><li class="js-paper-rank-work_12626040 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12626040"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12626040, container: ".js-paper-rank-work_12626040", }); 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$(".js-view-count[data-work-id=12626040]").text(description); $(".js-view-count-work_12626040").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12626040").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12626040"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1398" rel="nofollow" href="https://www.academia.edu/Documents/in/Welsh_linguistics">Welsh linguistics</a>, <script data-card-contents-for-ri="1398" type="text/json">{"id":1398,"name":"Welsh linguistics","url":"https://www.academia.edu/Documents/in/Welsh_linguistics?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6426" rel="nofollow" href="https://www.academia.edu/Documents/in/Content_Analysis">Content Analysis</a>, <script data-card-contents-for-ri="6426" type="text/json">{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis?f_ri=111563","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8605" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy_and_Politics_of_Identity">Language Policy and Politics of Identity</a><script data-card-contents-for-ri="8605" type="text/json">{"id":8605,"name":"Language Policy and Politics of Identity","url":"https://www.academia.edu/Documents/in/Language_Policy_and_Politics_of_Identity?f_ri=111563","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12626040]'), work: {"id":12626040,"title":"Blindspots in policy and attrition in practice? Possible unintended consequences of Welsh language policy","created_at":"2015-05-27T04:47:19.495-07:00","url":"https://www.academia.edu/12626040/Blindspots_in_policy_and_attrition_in_practice_Possible_unintended_consequences_of_Welsh_language_policy?f_ri=111563","dom_id":"work_12626040","summary":"This paper has two broad elements. First is a textual analysis of the explicit priorities set forth in Welsh language policy, covering four flagship policy texts published by the Welsh Government over a ten year period. Second is an ethnographic analysis demonstrating tensions between, and among, self-identifying ‘Welsh’ and ‘English’ students at two contrasting schools in a small South Wales town (one predominantly Welsh-medium and one predominantly English-medium). We draw preliminary links between these two previously separate research projects, hoping for constructive feedback.\r\n\r\nA principal disjuncture identified in the textual analysis is a policy-level oversight towards issues of human well-being. Welsh language policy tends to foreground the language itself as a beneficiary, a kind of abstract entity in need of protection. There is a corresponding focus on increasing the sheer number of Welsh speakers, which tends to overshadow explicit discussion of how this might materially benefit people in Wales.\r\n\r\nMeanwhile a relatable finding in the ethnographic analysis is the creation of social tensions in the context of the above-mentioned schools. The Welsh-medium school is trying to pull its weight in the government’s goal to ‘create a bilingual Wales’, by educating the next generation of Welsh speakers. But in practice, everyday teaching practice at the Welsh-medium school involves robustly urging Welsh while firmly sanctioning English. This spurs various tensions on the ground and, paradoxically, triggers rebellions towards English beyond the school gate. A policy to encourage more Welsh may in reality achieve the opposite. All this is especially salutary in light of the most recent Census data, showing at best a mixed picture in the growth of Welsh use.\r\n\r\nIt seems that these two broad research findings could have important connections. If Welsh language policy tends to focus on the sheer number of speakers, and elides questions of human well-being, then could this help explain the unintended social tensions and diverging incentives to use Welsh on the ground? Instead, could a policy that began from the opposite end of the telescope, and focused on young people’s ownership of the language without such concern for overall numbers, have more success? 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