English: Now, what talking to Lucy Jenkins, the force of nature who leads the MFL student mentoring project, has done is made me better understand what my own experience actually was all those years ago. And those two examples show what that was, and that was being given the facility to play with languages, to see the connections and to be able to guess what something means, to take some risks and make as many mistakes as you like. And unlike maths, where the certainties are what makes it so satisfying, it's the anomalies with language that are the joyful surprises. And I'm sure that my WJEC examiner had an absolute ball reading my short piece on hunting, when I repeatedly confused the German for 'to shoot' with the German for 'to defecate'. And, okay, with me, it's just happy flirting with Italic and Germanic languages, but I can indulge in that because of my school experience. Today's learners have to try and replicate this creativity and exploration through semi-immersion techniques in lessons once a week, or maybe even once a fortnight, in schools that, by and large, have been trying to raise their science base for the last two decades. So, can we actually say hand on heart that we have a national narrative that says that we value international languages? Can we do that? And I suppose I would add here, if I should, that, if anything, much of the underlying mood music of our recent relationship with the EU has actually contributed to us valuing them less. And while we do tend to talk about a lack of physics teachers - you know, they're in single figures - how often do we lament the lack of our modern foreign languages teachers? I mean, they're pretty much in single figures too. And what have we done to introduce other globally important languages? Adoro l'italiano ma forse dovrei pensare di piú a imparare l'arabo o il mandarino. And this is another reason for my enthusiasm about this mentoring project: they talk about languages that we aren't learning too. Now, working across Aberystwyth, Bangor, Cardiff and Swansea universities, this project, funded through Global Futures, focuses on changing attitudes and perceptions of languages by training students to mentor years eight and nine - those learners in secondary school - to appreciate the value and benefits of language learning. And it's not just in Wales - this team has delivered this initiative, or a very similar initiative, created in England, a blended mentoring project, which they ran in Yorkshire for two years, following funding awarded by the Department for Education. And the most fully trialled model is a once a week face-to-face mentoring system over a six-week period, followed by an award ceremony at the host university. However, they've also got a blended version and a fully digital pilot being delivered through Hwb, which, of course, is very timely. The group has also devised an online post-16 recovery programme to help overcome the effects of COVID. And the primary key performance indicator of the project has been to get more learners to choose to study a modern foreign language at GCSE, and its target learners are the 'probably not's and the 'no's, the learners who are pretty sure that this is not for them. This is not about the low-hanging fruit. And its success - well, I am summarising a lot of evidence when I say this, but it's effectively doubled the uptake of modern foreign languages in those schools where the scheme operates. So, in just those six weeks, it's converted some of the least interested into GCSE language students, as well as lighting the fire for those who really weren't sure at all. And while this does wonders for the morale of the language teachers in these schools, guess what? Above all, it has been the learners from economically disadvantaged areas who have benefitted the most from this direct personal contact with university students who've had a recent experience of living in a foreign country and, I suppose, who embody a wider range of experiences and options. Now, Minister, I'm sure you'll want to talk about Erasmus+ in your response to this debate, but I really want you to talk about this scheme, which is every bit as compatible with Turing as it is with Erasmus+, and that really plays to that primary goal of Turing, which is about reaching the most economically disadvantaged areas. Can we please do Erasmus versus Turing another day, and today relish the success of the mentoring project, accepting that one of the main reasons this scheme is so successful is that connection between our year eight and nines and our domestic university students who have that recent experience of living abroad, which I'm sure we both still want to happen? But the great news is there's no shortage of students wanting to be mentors. More apply than are taken on. There are 100 new mentors this year, chosen after a rigorous recruitment process, working with eight pupils, and, actually, it's a bit more than that, when it's offering the work online. Part of their work is overcoming the challenges we know about and that we've heard from the British Council often enough: 'These languages are hard'; 'It's boring'; 'Learners start too late compared to other subjects'; 'There's too little space on the timetable'; 'Parental attitudes'; and, I would say, this lack of national celebration. And they focus on what I started to talk about a little earlier, and that's the philosophy of languages, how do we communicate, language as being key to being curious, feeling comfortable playing with and experiencing other languages, and the safe space to get it wrong. And while I still say there's a place for using languages to sell careers and sell Wales, Wales, of course, is a part of the UK where we can demonstrate that we are not afraid of languages that aren't English. I think this project does something very interesting. It asks our young people to - it asks them to think about who and what they are. So, are they kind? Do they want to make people feel welcome by offering them the chance to use their own language, to feel less vulnerable when trying to communicate with each other? Just think of the way we all feel when we're abroad and someone is kind enough to speak English to us. Language and how we use it is very personal and it's very exposing, and helping learners function in a world that's much bigger than the world they live in is one of the wonders of language. But another is the ability of languages to form intimate connections - small and human, yet vast and expansive at the same time. So, Minister, I hope, when we've both left this place, that the future of this project is confirmed as a permanent feature of our education offer. Before I go, I'd like to just mention two things: first, is to recommend a Facebook page to you. Please, please, please look up Steve the vagabond and silly linguist - he's got a website too. But if you want to rediscover playing with languages, then I'd pay him a visit. And then, secondly, and for another day - this is one for the sixth Senedd and another Government altogether, including the UK Government - I wonder why we seem to be unable to deliver even one foreign language channel through Freeview. Grazie.
Welsh: Nawr, yr hyn y mae siarad â Lucy Jenkins, yr arian byw sy'n arwain y prosiect mentora myfyrwyr ieithoedd tramor modern, wedi'i wneud yw gwneud imi ddeall yn well beth oedd fy mhrofiad fy hun mewn gwirionedd yr holl flynyddoedd yn ôl. Ac mae'r ddwy enghraifft honno'n dangos beth oedd hynny, sef cael y ddawn i chwarae gydag ieithoedd, i weld y cysylltiadau ac i allu dyfalu beth yw ystyr rhywbeth, i gymryd peth risg a gwneud cymaint o gamgymeriadau ag y dymunwch. Ac yn wahanol i fathemateg, lle mae'r sicrwydd yn ei wneud mor foddhaol, yr anghysonderau a'r annisgwyl sy'n eich llonni gydag iaith. Ac rwy'n siŵr fod fy arholwr CBAC wedi cael andros o hwyl yn darllen fy narn byr ar hela, lle roeddwn yn drysu dro ar ôl tro rhwng yr Almaeneg am 'saethu' a'r Almaeneg am 'ysgarthu'. Ac i mi, fflyrtio hapus gydag ieithoedd Eidalig ac Almaenig yw hyn, ond gallaf ymroi i hynny oherwydd fy mhrofiad ysgol. Mae'n rhaid i ddysgwyr heddiw geisio efelychu'r creadigrwydd hwn ac archwilio drwy dechnegau lled-drochi mewn gwersi unwaith yr wythnos, neu unwaith bob pythefnos hyd yn oed, mewn ysgolion sydd, at ei gilydd, wedi bod yn ceisio codi eu sylfaen wyddoniaeth am y ddau ddegawd diwethaf. Felly, a allwn ddweud gyda'n llaw ar ein calon fod gennym naratif cenedlaethol sy'n dweud ein bod yn gweld gwerth ieithoedd rhyngwladol? A allwn wneud hynny? Ac mae'n debyg y byddwn yn ychwanegu yma, os caf, os rhywbeth, fod llawer o gywair sylfaenol ein perthynas ddiweddar â'r UE wedi cyfrannu at wneud inni eu gwerthfawrogi'n llai. Ac er ein bod yn tueddu i siarad am ddiffyg athrawon ffiseg - wyddoch chi, fod llai na deg ohonynt - pa mor aml y gresynwn at y prinder o athrawon ieithoedd tramor modern? Hynny yw, mae llai na deg ohonynt hwythau hefyd bron iawn. A beth a wnaethom i gyflwyno ieithoedd eraill sy'n bwysig yn fyd-eang? Adoro l'italiano ma forse dovrei pensare di piú a imparare l'arabo o il mandarino. A dyma reswm arall dros fy mrwdfrydedd ynglŷn â'r prosiect mentora hwn: maent yn sôn am ieithoedd nad ydym yn eu dysgu hefyd. Nawr, gan weithio ar draws prifysgolion Aberystwyth, Bangor, Caerdydd ac Abertawe, mae'r prosiect hwn, a ariennir drwy Dyfodol Byd-eang, yn canolbwyntio ar newid agweddau a chanfyddiadau o ieithoedd drwy hyfforddi myfyrwyr i fentora blynyddoedd wyth a naw - dysgwyr ysgol uwchradd - i weld gwerth a manteision dysgu iaith. Ac nid yng Nghymru'n unig y mae'n digwydd - mae'r tîm hwn wedi bod yn cyflwyno'r fenter hon yn Swydd Efrog ers dwy flynedd, neu fenter debyg iawn a grëwyd yn Lloegr, prosiect mentora cyfunol, yn sgil cyllid gan yr Adran Addysg. A'r model sydd wedi'i dreialu'n fwyaf llawn yw system fentora wyneb yn wyneb unwaith yr wythnos dros gyfnod o chwe wythnos, wedi'i dilyn gan seremoni wobrwyo yn y brifysgol sy'n ei chynnal. Fodd bynnag, mae ganddynt fersiwn gyfunol hefyd ac mae cynllun peilot cwbl ddigidol yn cael ei gyflwyno drwy Hwb, sydd, wrth gwrs, yn amserol iawn. Mae'r grŵp hefyd wedi dyfeisio rhaglen adfer ôl-16 ar-lein i helpu i oresgyn effeithiau COVID. A phrif ddangosydd perfformiad allweddol y prosiect oedd cael mwy o ddysgwyr i ddewis astudio iaith dramor fodern ar lefel TGAU, a'i ddysgwyr targed yw'r rhai sy'n dweud 'annhebygol' a 'na', y dysgwyr sy'n eithaf sicr nad ydynt eisiau gwneud hynny. Nid yw hyn yn ymwneud ag enillion hawdd. Ac mae ei lwyddiant - wel, rwy'n crynhoi llawer o dystiolaeth pan ddywedaf hyn, ond mae i bob pwrpas wedi dyblu'r nifer sy'n astudio ieithoedd tramor modern yn yr ysgolion lle mae'r cynllun yn weithredol. Felly, yn y chwe wythnos hynny'n unig, mae wedi troi rhai o'r myfyrwyr sydd â'r lleiaf o ddiddordeb yn fyfyrwyr TGAU iaith, yn ogystal â chynnau'r tân mewn rhai nad oeddent yn siŵr o gwbl. Ac er bod hyn yn gwneud rhyfeddodau i forâl athrawon iaith yn yr ysgolion hyn, wyddoch chi beth? Yn anad dim, y dysgwyr o ardaloedd dan anfantais economaidd sydd wedi elwa fwyaf o'r cyswllt personol uniongyrchol hwn â myfyrwyr prifysgol sydd wedi cael profiad diweddar o fyw mewn gwlad dramor, ac sydd, mae'n debyg, yn ymgorffori ystod ehangach o brofiadau ac opsiynau. Nawr, Weinidog, rwy'n siŵr y byddwch am siarad am Erasmus+ yn eich ymateb i'r ddadl hon, ond rwy'n awyddus iawn i chi siarad am y cynllun hwn, sy'n cydweddu lawn cymaint â Turing ag y mae ag Erasmus+, ac mae hynny'n cyd-fynd â phrif nod Turing, sy'n ymwneud â chyrraedd yr ardaloedd mwyaf difreintiedig yn economaidd. A gawn ni drafod Erasmus yn erbyn Turing ar ryw ddiwrnod arall, a mwynhau llwyddiant y prosiect mentora am heddiw, gan dderbyn mai un o'r prif resymau pam y mae'r cynllun hwn mor llwyddiannus yw'r cysylltiad rhwng ein disgyblion blwyddyn wyth a naw a'n myfyrwyr prifysgol yn y wlad hon sydd wedi cael profiad diweddar o fyw dramor, ac rwy'n siŵr ein bod i gyd yn dal i fod eisiau i hynny ddigwydd? Ond y newyddion gwych yw nad oes prinder myfyrwyr sydd eisiau bod yn fentoriaid. Mae mwy'n ymgeisio nag sy'n cael eu derbyn. Ceir 100 o fentoriaid newydd eleni, wedi'u dewis ar ôl proses recriwtio drylwyr, gan weithio gydag wyth disgybl, ac mewn gwirionedd, mae ychydig yn fwy na hynny, pan fydd yn cynnig y gwaith ar-lein. Rhan o'u gwaith yw goresgyn yr heriau rydym yn gwybod amdanynt ac y clywsom amdanynt yn ddigon aml gan y British Council: 'Mae'r ieithoedd hyn yn anodd'; 'Mae'n ddiflas'; 'Mae dysgwyr yn dechrau'n rhy hwyr o gymharu â phynciau eraill'; 'Nid oes digon o le ar yr amserlen'; 'Agweddau rhieni'; ac fe ddywedwn i, diffyg dathlu cenedlaethol. Ac maent yn canolbwyntio ar yr hyn y dechreuais siarad amdano ychydig yn gynharach, sef athroniaeth ieithoedd, sut rydym yn cyfathrebu, iaith fel allwedd i fod yn chwilfrydig, teimlo'n gyfforddus yn chwarae gydag ieithoedd eraill a'u profi, a'r lle diogel i gael pethau'n anghywir. Ac er fy mod yn dal i ddweud bod lle i ddefnyddio ieithoedd i werthu gyrfaoedd a gwerthu Cymru, mae Cymru, wrth gwrs, yn rhan o'r DU lle gallwn ddangos nad oes arnom ofn ieithoedd gwahanol i Saesneg. Rwy'n credu bod y prosiect hwn yn gwneud rhywbeth diddorol iawn. Mae'n gofyn i'n pobl ifanc - mae'n gofyn iddynt feddwl am bwy a beth ydynt. Felly, a ydynt yn garedig? A ydynt eisiau gwneud i bobl deimlo bod croeso iddynt drwy gynnig cyfle iddynt ddefnyddio eu hiaith eu hunain, i deimlo'n llai agored wrth geisio cyfathrebu â'i gilydd? Meddyliwch am y ffordd rydym i gyd yn teimlo pan fyddwn dramor a bod rhywun yn ddigon caredig i siarad Saesneg â ni. Mae iaith a sut rydym yn ei defnyddio yn bersonol iawn ac yn ein gwneud yn agored iawn, ac mae helpu dysgwyr i weithredu mewn byd sy'n llawer mwy na'r byd y maent yn byw ynddo yn un o ryfeddodau iaith. Ond un arall yw gallu ieithoedd i ffurfio cysylltiadau agos - bach a dynol, ond eto'n enfawr ac yn eang ar yr un pryd. Felly, Weinidog, pan fydd y ddwy ohonom wedi gadael y lle hwn, rwy'n gobeithio y caiff dyfodol y prosiect ei gadarnhau fel nodwedd barhaol o'n cynnig addysg. Cyn i mi fynd, hoffwn sôn am ddau beth: y cyntaf yw argymell tudalen Facebook i chi. Rwy'n eich annog i edrych am Steve the vagabond and silly linguist - mae ganddo wefan hefyd. Ond os ydych chi eisiau ailddarganfod chwarae gydag ieithoedd, ewch i weld. Ac yna, yn ail, ac ar gyfer diwrnod arall - dyma un ar gyfer y chweched Senedd a Llywodraeth arall yn gyfan gwbl, gan gynnwys Llywodraeth y DU - tybed pam ei bod hi'n ymddangos na allwn ddarparu hyd yn oed un sianel iaith dramor drwy Freeview. Grazie.