- provides an opportunity to explore the bilingual development of the first
language Welsh speakers in the subject; - gives a more realistic and balanced experience of the Welsh language for
non-Welsh speakers, with the possibility of motivating them to learn the
language; - provides a more real opportunity for advanced Welsh learners to use their
second language; - provides an opportunity to seriously consider the concept of student-
centred teaching, with appropriate resources that have been planned and
prepared; - implements a different interpretation of bilingual teaching due to the
fact that teachers/lecturers switch from one language to another so that
pupils/students have the opportunity to learn through the medium of
their preferred language.
In the context of the last point, Williams (1994–95) believed that this
approach could lead to ‘developing teaching techniques, methodologies and
resources that will be a boost to the continuation of Welsh and a model to
be emulated in any country in which a minority language is struggling for
its existence’ (Williams, 1994–95: 21).
Models of Bilingual Teaching and Learning
On the basis of observation and conceptual analysis of teaching methods
in bilingual settings in various education sectors in Wales, Williams defined
seven models of bilingual teaching and learning (ESCalate, 2002: Appendix
1, 6–17; Williams, 2003b). The model that is relevant in the context of teach-
ing groups of Welsh speaking and non-Welsh-speaking students in the same
class is ‘Model B (ii) – Separate Language Groups within the Same Class: A 50-50
Approach’. The authors of a report on Welsh-medium provision in the further
education sector in 1999–2000 (funded by the Welsh Further Education
Funding Council) were of the opinion that this was 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. They also concluded that this model was ripe for
research and subsequent development and adoption as a recognised model of
bilingual delivery (ESCalate, 2002: 14).
This ‘50–50 Approach’ model was described as being a well-planned
approach where the content is well presented and where both languages are
treated equitably, with:
- lecturers limiting whole-class teaching to an acceptable minimum thus
minimising the need for tedious ‘other language’ repetition;
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