'There’s more to Welsh than just speaking it'

Report and Evaluation of Bilingual Awareness Training

for NCH Action For Children Cymru

1998

Patricia Daniel

CONTENTS

1. The Context

2. Barriers to Change

3. Aims and Content of the Training Programme

4. Evaluation by Participants

5. Evaluation by Trainers

6. Summary and Recommendations

APPENDICES

1. Evaluation Form

2. Project Action Plans

3. Training Materials

BIBLIOGRAPHY

1. THE CONTEXT

NCH Action For Children provides a range of services for children, young people and families in partnership with local authorities, health trusts and other public and voluntary bodies. At present it has 42 projects across Wales and employs approximately 575 staff , of whom only a small number are fluent Welsh speakers.

Following the guidelines laid down by the Welsh Language Board, NCH Action for Children Cymru developed a Welsh Language Policy on behalf of the UK agency. This was circulated internally at a national level for comment and then approved by the Executive Committee in July 1997.

The document was then circulated for consultation among our partners and the public in Wales. The NCH Action For Children Welsh Language Scheme was approved by the Welsh Language Board in 1998.

In order to underpin the policy and to ensure its implementation throughout all our projects in Wales, a basic awareness training programme was planned and put into operation in early 1998. The intention was to provide training to all our staff, in individual project teams, within one year.

This training formed an integral part of the NCH Action For Children Cymru Staff Development and Training Strategy which, among other aims, ensures the delivery of core training on behalf of the agency to its staff in Wales. Opportunities for learning Welsh are offered under this strategy. Bilingual materials for all core training have been developed as well as bilingual documentation of our staff development principles and procedures.

In addition, while the training was being carried out, systems for the implementation of the Welsh Language Policy in Wales were being put into place. These included

• the collection of data on language skills, needs and preference of staff and service users
• basic administrative procedures for internal and external comunication and courtesy procedures for dealing with the public
• the translation of selected information into Welsh
• recruitment procedures

An initial training day was arranged for all Project Managers and Senior Managers in Wales to explore the issues of bilingualism and bilingual social care practice. This was run by Sian Wyn Siencyn of Iaith and was very successful, raising interest and awareness among the management team of language issues and highlighting the complex nature of bilingualism.

It was decided that ‘bilingualism’ was the focus of what we were trying to achieve with the Welsh Language Policy. The training programme used this title in order to emphasise the basic tenet of the Welsh Language Act: that the Welsh and English languages should be treated on a basis of equality.

We wanted to get away from the focus on Welsh alone, since this, mistakenly but understandably, had set up fears among some staff

• that the Welsh Language Act discriminated not only against English -speakers but also against speakers of other languages.
• that staff would be forced to learn Welsh or lose their jobs
• that the responsibility for Welsh matters would be added to the workload of the few Welsh speakers we had in the organisation.

For many staff, the issue of language was not a priority:

• it was seen an ‘add-on’ to their work in social care
• it was felt compulsory training should focus on issues such as child protection which are a main concern in their work
• the policy was adding to an already heavy workload (and it is recognised that the work is stressful)
• it was feared money would be diverted from other training

Added to this were the attitudes towards language in general and Welsh in particular:

• many monoglot English speakers are not positively motivated to learn other languages
• many of the Anglo-Welsh population feel offended at the perceived implication that they are not properly Welsh - in other words that their Welshness is undermined by them not speaking the Welsh language
• bilingualism is seen by some as detrimental to children’s development - if children from English speaking families are ‘forced’ to use Welsh at school, they will lose or won’t develop their English language skills

Recognising these possible barriers to the implementation of the policy, the aims and outcomes of the training were developed as follows:

AIMS:

• To provide participants with a basic understanding of bilingualism and its relevance

to their work

• To develop a project team approach for providing services in a bilingual context

OUTCOMES:

Participants will:

• have developed an understanding of bilingualism
• be able to identify good practice in the workplace in relation to Welsh speakers:
• understand the relationship between anti-oppressive practice and language rights
• have produced a personal plan and project based action plan to make changes in service delivery

The knowledge base of the course is linked to:

S/NVQ Care Awards level 3

Core Unit O promote equality for all individuals

O(e) Support individuals through effective communication

The plan was for each project to hold a one-day training event (or the equivalent in 3 two-hour sessions ). The outline programme of the course was based on a similar event run by Eleri Jones at a CCETSW Cymru (North Wales)Language Forum event for social care workers which was held in Llangollen in 1996. Eleri piloted the course for NCH Action For Children Cymru with the staff team at the Longfields Child Sexual Abuse project in Wrexham in June 1997 after which it became the standard training for all our projects in Wales.

Two other trainers were recruited to help deliver the programme, both well-known in social care circles in Wales for training around Welsh language issues: Hywel Williams and Elaine Davies. (see bibliography)

Each of the three trainers developed the basic programme to fit the needs of the particular project. For example, for projects working with disabled children, using a Case Study of a child with cerebral palsy, whose mother is Welsh speaking and whose father is English speaking. Alternatively, drawing on personal experience of work with Welsh speaking children who have been abused.

The day’s programme in general aims to provide

• opportunity for discussion around ‘live issues for me’ - participants’ doubt and worries
• ‘hard information’ about the demography of the Welsh language- giving particular attention to the area where the project is located , noting trends and age differences
• an exploration of what ‘Welshness’ means
• some historical background to the Welsh Language Act 1993
• some reference to the relevant local authority’s Language Plan as well as the objectives of the NCH Action For Children Plan

For the third session, staff are provided with planning frameworks (see Appendix 3). The Personal Plan for the Welsh Language and Anti-Oppressive Practice is taken from Elaine Davies’ pack: They All Speak English Anyway (1996). The Project Action Plan was developed by Pat Daniel. Examples of completed plans from two projects are provided in Appendix 2.

Staff arre also given a copy of the Accord between the Commission for Racial Equality and the Welsh Language Board. This is intended to highlight the mutuality between the rights and needs of ethnic minority communities and those of the Welsh speaking population of Wales; and to emphasise the fact that these rights and needs are not set in opposition to each other - nor that meeting the rights of one group (in this case Welsh speakers) precludes the agency meeting the rights of other minority groups (see Appendix 3).

While including reference to other bilingual situations in a multicultural society, the training finally focuses on the language situation in Wales, specifically on how the Welsh and English languages are used.

Evaluation of all the courses was carried out by a simple questionnaire (Appendix 1). A sample of 70 of these evaluation forms were analysed to provide a summary of the experience from the participants’ perspective. This sample counts for around 25% of the staff members trained in the Bilingualism Awareness programme up until July 1998. It included workers from 7 projects of different types (respite care , residential, a referred family centre, a community project and a project dealing with Child Sexual Abuse); a self identified student on placement in an NCH Action For Children project as part of their Diploma of Social Work; and an agency fundraiser. The sample also reflected training events carried out by all 3 trainers.

Response from the participants is organised here according to the questions on the evaluation form.

1. What were your expectations of the event?

The most frequently noted expectation was simply ‘more awareness of bilingual issues’ or ‘ more awareness of the Welsh language’ both in general and within the work context.

The next expectation was to ‘find out how the project could move forward’ in implementing the Welsh Language policy and developing good bilingual practice.

Others expected to learn more about the Welsh Language policy itself.

A small number of people also noted that they expected to be able to examine their own attitudes in more depth: ‘check my own attitudes and level of awareness’; ‘how I need to adapt’.

Another common expectation was to learn some basic Welsh, although this is not referred to in the training aims.

Several participants were not sure about what to expect, ‘came with an open mind’ or were ‘a little apprehensive.’

Four participants from one project were expecting to learn about bilingualism in more general terms, that is, working with a varietyof linguistic backgrounds, not just Welsh.

The majority of the participants in the sample (59/70) had their expectations met in a positive way, including some who specified: ‘yes, more than met!’; ‘many points were raised in discussion that had not occurred to me.’

Of those who had expected to learn some basic Welsh , most were not disappointed when they experienced the training which was on offer. ‘ it was a false expectation’, ‘I learnt different things.’

By those who had little or no expectation, the event was positively received.

• I was not aware of the problems of bilingual speakers - now I am
• I found it very interesting and it made me think about the use of the Welsh language
• I thought the issues raised were very important and thought-provoking
• I came away quite stirred and more informed about Welsh
• I learnt lots more than expected

The 4 staff members interested in learning about working a multilingual community felt that their expectations had not been met : ‘I feel I have not learnt much from this course as it was solely about Welsh - should be called ‘Welsh Awareness.’

For around half the sample learning about the historical context of the Welsh Language Act, ‘the history of the oppression of the Welsh language’ and ‘its marginalisation’ was particularly important. In addition, participants were struck by the information they received about the current picture of bilingualism in Wales, ‘the prevalence of the Welsh language,’; ‘that more of the younger population are learning Welsh’; ‘how many people speak Welsh in our area.’

Also around half the sample highlighted their enhanced understanding about the importance of the use of the first language in expressing emotions and needs or ‘ dealing with delicate issues’; ‘how a Welsh speaker feels when nobody can speak Welsh to them.’It was clearer that service users may feel more confident when speaking in their mother tongue, that they may have difficulty expressing themselves in a second language and that ‘it is important to offer people a choice’ of which language they use in particular situations.

(Evaluation at a later training event produced the following comment: ‘It was a revelation that people may not be accessing the service because it does not meet their language requirements.’)

Through the training many participants became aware of how this question of choice and language rights was closely linked to anti-oppressive practice. ‘It made me think about how we use language and ensuring that we don’t create barriers with service users.’; ‘how society shuts out Welsh speakers.’; ‘we should never assume anything or take anything for granted when considering someone’s language or culture.’ The training also highlighted the role of languages other than Welsh: ‘minority languages - as an agency are we tokenistic?’

Learning about practical implementation was also important to a third of the participants: ‘how to look at our place of work and change our practices’; what practical methods and systems to use to make projects more accessible.’ ‘Welsh is not an add-on but an integral part of our project.’ Several participants also highlighted here their recognition that changes occur slowly: ‘not to think that change will happen quickly, but strive for change - so that it happens adequately and properly’; ‘think how to promote Welsh Language now not later - it’s easier to address change slowly than all at once.’

Other participants identified the specific value of basic Welsh in project work: ‘we’ll be able to relate better with service users even with a basic understanding of Welsh’; ‘a greeting in Welsh is considered better than nothing by Welsh speakers.’

Finally a small number of participants noted what they had learnt about themselves and their colleagues during the training: ‘the need to look more closely at Welsh issues in myself, my project, my organisation’; ‘I am not alone in needing to become more aware’; ‘as a group it’s going to be difficult to agree about how to promote the Welsh Language.’

One participant summed up the learning experience as follows:

There were four participants who identified negative learning points. These can be classed firstly as feelings about the issues: ‘being of non-Welsh descent I am at a disadvantage ‘; ‘Welsh speakers feel superior to non-Welsh speakers.’

Secondly there were comments in relation to implementation: ‘the agency won’t be able to deliver its plan in this area’; ‘everything we do seems tokenistic and can’t be followed through eg answering the phone in Welsh.’

Predominantly workers identified a desire to learn Welsh or develop their exisiting Welsh as a result of the training they had received: ‘start learning conversational Welsh’; take advantage of Welsh language training’; answer the phone in Welsh’; ‘be more positive about speaking Welsh myself’; ‘find a Welsh speaking confidence building group.’

Participants also identified a range of simple practical steps they intended to carry out:

‘using Welsh with children as much as possible eg learn nursery rhymes’ ;’ posters, colours, numbers, folk stories and customs’; ‘find out what services are available now - not later - eg. interpreters, translators’; ‘identify a contact person in case we have Welsh speaking users in future’ Welsh speakers also indicated what help they could specifially offer: ‘play/do Welsh games / words / sentences’

Others focussed on collecting information about language needs and preferences and consideration of how to translate information about needs into action, with a heightened awareness of the issues; ‘to work to be non-judgmental’ ;‘be aware of how I ask people if they want a service in Welsh - the context I ask will be important’; ‘translate information into Welsh’; ‘ensure up to date monitoring’; ‘ use information we already have to focus on family needs and how we meet those.’

Some participants made a general commitment to raising awareness and promoting the Welsh Language and bilingual practice; ‘I now have a starting point and a better informed outlook to challenge and promote.’

One of the DipSW students who took part felt that their awareness of the issues had been raised during the day’s training and that this would stand them in good stead in their first job.

The main point raised here was the inclusion of some basic Welsh phrases as well as advice on language courses (10 respondents in total).

Other points centred around the need to recognise other cultures and languages and the fact that in our disability projects some children may communicate non-verbally (5 respondents).

However, another participant did emphasise: ‘hoping to transfer (learning) to other languages - it is transferrable!’

The title of the course should be changed to ‘Welsh Bilingualism - Basic Awareness’ in order to make the focus clear.

To ensure information about the aims and outcomes of the training, the programme and the agency’s Welsh Language Plan leaflet should be made available for participants to read beforehand..

• timing of training

Some projects had the training in 3 weekly sessions of 2 hours each. Others had the whole training in one day. Others had a shorter day, with the intention of completing the third part (action planning) in a project team meeting.

Each model had its disadvantages; the first was ‘bitty’; the second was ‘heavy’ and the third meant that participants went away from the training without the practical action plan.

For example, three people from the same project felt that they should have gone on to to write down their aims and objectives and develop an action plan on the day. ‘We have gone some way but it still feels token.’

Several participants noted that the early part of the training was ‘heavy on information’ and that the really interactive part only came at the end ; contructive requests were made for more active involvement earlier on and the use of a wider variety of learning techniques.

• after the training

These raised questions for the agency, its commitment, the extra funding and continued support necessary for projects to move forward.

An evaluation meeting was held with the trainers during which the following points were raised:

• the trainers felt that participants’ knowledge base and attitudes did undergo a noticeable, positive change during the training. People were suspicious at the beginning, some thinking they were going to be admonished for not speaking Welsh and some resistant to the whole event (although not openly - and this may reflect a shift in what is seen as politically acceptable in today’s climate in Wales). ‘When you compare this with attitudes at the end of the day, you can really see that things have moved forward.’

• one effective training strategy is to give participants space at the beginning of the session to articulate what are the issues that worry them about the Welsh Language Plan, for example, that they will be disciplined if they don’t answer the phone in Welsh. At the end they are better able to see that there was no real grounding for these fears.

• in fact, many participants needed reassurance about the practicalities of answering the phone in Welsh. People feel deskilled if they are not able to continue speaking Welsh and see a simple greeting as tokenistic. Having a Welsh speaking trainer there to reinforce the fact that Welsh speakers really welcome the effort being made, is very effective.

• the bilingual trainers are able to provide personal and professional examples from their own experience of working and living with 2 languages and to share their own perspective as Welsh speakers

• the training encouraged hitherto unidentified Welsh speakers in the project to identify themselves (and to become more confident and determined in their use of Welsh)

• on the other hand it was important to emphasise that 75% of Welsh people don’t speak Welsh : there’s more to being Welsh than the Welsh language - and the training event must look at what else is part of a person’s Welsh identity

• at the same time, we all have a responsibility to ensure language rights in both Welsh and English really exist, whichever is our preferred language

• working with a project team - including, for example, playworker, caretaker, cook, social work student, social work manager -means trying to meet a variety of interests and starting points. This makes it difficult for the trainers to get the level right at the beginning, but it also means that all aspects of language use within the project can be addressed.

• while the training is successful in raising awareness, it needs to be followed up by practical support, to help projects keep the momentum going , for example,
• help in where to find resources,
• how to raise service users’ awareness,
• how to ask the right questions when filling in the referral form in order to tease out who speaks what language when in the family
• Welsh language training

• a brainstorming session at the end of the training day could help a project to identify a range of practical steps or local resources that can be drawn on. A list of suggestions could also be provided in the training pack.

• the agency still needs to have a designated person and / or a monitoring group whose responsibility it is to provide practical support, help with language queries, remind projects about language issues, look at action plans, develop new ideas and ensure that progress continues to be made.

• similarly, it was felt that staff would also be motivated to move forward by seeing a change in the public face of the agency (which is still very English) and by senior management setting an example.

It is clear from this evaluation that the Bilingualism Awareness training programme has been successful in raising the level of understanding around the use of Welsh and English and the relevance of this to service delivery in NCH Action For Children projects. It has been instrumental in developing positive attitudes towards the implementation of the agency’s Welsh Language Plan and towards the Welsh language itself.

But this training must be seen as just the first stage in developing a bilingual service. The agency needs to make appropriate provision to support a second stage whereby projects are helped to put ideas into practice. This provision should include:

• a list of resources, organisations and strategies
• an identified person or persons who can act as mentor and advisor on practical implementation and language
• an identified person or persons whose responsibility is to continue to initiate and monitor good bilingual practice

Projects need to review their project action plan regularly, through structures which already exist, for example:

• supervision and appraisal of individual workers
• project annual review and business plan

It is important to recognise that change takes time and that the agency has already moved a long way in its response to the Welsh Language Act. However, it is also essential to continue to reinforce certain aspects of the agency Welsh Language Plan so that bilingualism becomes institutionalised:

• general agency literature published in Welsh and English
• bilingual job advertisements and other strategies to recruit more Welsh speakers in Wales
• continued active support for implementation from managers

7 Unrhyw sylwadau eraill? Byddwch yn agored ac yn wrthrychol. Bydd eich sylwadau’n help i ni wella darpariaeth y cwrs.

Introduction

Charlotte Williams and Cherry Short . Working With Difference. A resource for people working to promote antiracism in social work and social care in Wales.. CCETSW 1996

Elaine Davies They All Speak English Anyway. The Welsh Language and Anti-Oppressive Practice. CCETSW Cymru 1994

Eleri Jones Linguistically Sensitive Practice and the Guardian Ad Litem Service in Wales. The Bilingual Context Unpublished MPhil thesis. University of Wales at Bangor 1996

Hywel Williams ‘Gofal’ A training and resource pack for Community Care in Wales CCETSW Cymru 1998

Pat Daniel Developing Bilingual Practice . A Review of Progress and Problems

NCH Action For Children Cymru 1998

Sian Wyn Siencyn. Sain Deallt / A Sound Understanding. An introduction to language awareness. CCETSW Cymru 1995

Sian Wyn Siencyn Manage Bi-language. Management within a bilingual environment Wales Council for Voluntary Action 1998

Simon Thomas As good as our words Good practice guidelines for developing the use of Welsh in the voluntary sector. Wales Council for Voluntary Action 1996

Welsh Language Board Welsh Language Schemes Their preparation and approval in accordance with the Welsh Language Act 1993 Welsh Language Board 1995