techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Very briefly, I do think we need to focus, as it is a 10-year programme as things stand, on what happens in the foundation phase and in primary schools. It will then be a natural development in the secondary schools. But we need to focus on what's happening. The targets are further down, aren't they? We need to focus on developing staff and resources. That's where the focus should be at the moment. We could almost forget the secondary sector at the moment, to secure success in the longer term.
Welsh: Un pwynt cyflym iawn. Dwi'n meddwl bod angen canolbwyntio, gan ei bod hi'n rhaglen 10 mlynedd fel mae'n sefyll, ar yr hyn sy'n digwydd yn y cyfnod sylfaen ac mewn ysgolion cynradd. Bydd hi'n dwf neu yn ddatblygiad naturiol wedyn yn yr ysgolion uwchradd, buaswn i'n dweud. Ond mae angen canolbwyntio ar yr hyn sy'n digwydd. Mae'r cwestiynau ac mae'r targedau'n is i lawr, onid dydyn? Ond dyna lle mae angen canolbwyntio - yr angen i ddatblygu adnoddau a staff. Felly, dyna lle mae'r canolbwyntio angen bod ar hyn o bryd. Rydyn ni bron yn anghofio'r hyn sydd yn yr ysgol uwchradd ar hyn o bryd, er mwyn sicrhau llwyddiant.
English: Thank you very much. We'll turn now to questions from Carolyn Thomas.
Welsh: Diolch yn fawr iawn. Troi rŵan at gwestiynau Carolyn Thomas.
English: That is what has happened, in a way. When the Welsh in education grant was abolished in 2015, the authorities and schools have had to turn to other sources of support for this provision. You are entirely right, the consortia have taken on some of this load. But, you do also see schools turning to the third sector to ensure that this provision continues. The Urdd comes in, the Scouts come in, to offer this provision and try to plug the gaps that exist because of the deficit that has been created when this grant was abolished. So, yes, the consortia do contribute, to answer your question, but are they at arm's length? Do we need something more focused?
Welsh: Dyna sydd wedi digwydd, mewn ffordd. Pan wnaeth y grant Cymraeg mewn addysg fynd yn 2015, mae awdurdodau a'r ysgolion wedi gorfod troi at greiddiau eraill i gael yr arlwy yma. Yn sicr, rydych chi'n hollol gywir, mae'r consortia wedi cymryd ychydig bach o'r pwysau ymlaen. Ond, rydych chi hefyd yn gweld ysgolion yn troi at y trydydd sector i sicrhau bod yna arlwy. Mae'r Urdd yn dod i mewn, mae'r Scouts yn dod i mewn, i gynnig yr arlwy yma a thrio phlygio'r gaps sy'n bodoli oherwydd y diffyg sydd wedi cael ei greu wrth i'r grantiau gael eu tynnu. Felly, i ateb eich cwestiwn chi'n benodol, ydy, mae'r consortia yn cyfrannu, ond ydyn nhw efallai rhyw hyd braich? Oes angen rhywbeth mwy focused?
English: Thank you. Clearly, that was a specific question for Siôn. Does anyone have anything to add?
Welsh: Diolch. Roedd hwnnw'n amlwg yn gwestiwn penodol i Siôn. Oes yna rywun arall eisiau ychwanegu unrhyw beth?
English: The only thing I would say is that we need to look at the remit of the consortia. In fairness to them - you've mentioned GwE - there's only so much that they can provide of course. We're talking about the third sector here. One point that I would make very strongly in terms of Welsh-medium provision and the categorisation of schools is that Welsh language activities aren't necessarily going to ensure that we reach the target, and that is a huge concern. So, I don't think that we could criticise consortia in this regard, at least, but the leadership has to come at a national level. If they have a clear remit in this area, I'm sure that they would provide, but the support varies from place to place. Perhaps the consortia are overly focused on the Welsh-medium sector and the English-medium sector and that there is not enough crossover at the moment.
Welsh: Yr unig beth buaswn i'n ei ddweud ydy bod angen edrych ar remit y consortia. Er tegwch iddyn nhw - rydych chi wedi nodi GwE - hyn a hyn maen nhw'n gallu ei ddarparu wrth gwrs. Rydyn ni'n sôn am y trydydd sector yn fan hyn. Un pwynt fuaswn i yn ei wneud yn gryf iawn o ran darpariaeth y Gymraeg a chategoreiddio ysgolion ydy bod gweithgareddau yn y Gymraeg ddim o reidrwydd yn mynd i sicrhau ein bod ni'n cyrraedd y targed, ac mae hynny yn bryder mawr. Felly, dwi ddim yn meddwl bod yna le i feirniadu consortia yn hyn o beth, beth bynnag, ac mae'n rhaid i'r arweiniad ddod yn genedlaethol. Os oes remit amlwg ganddyn nhw yn y maes, dwi'n siŵr y gwnawn nhw ddarparu, ond mae'r gefnogaeth yn amrywio o le i le. Efallai bod y consortia yn canolbwyntio'n ormodol ar y sector Gymraeg a'r sector Saesneg a bod y sefyllfa ddim yn pontio gymaint â hynny ar hyn o bryd.
English: Can I turn back to Carolyn, please?
Welsh: Gaf i droi nôl at Carolyn, os gwelwch yn dda?
English: Thank you. Anything to add, Ioan?
Welsh: Diolch. Unrhyw beth i'w ychwanegu, Ioan?
English: Well, clearly, we welcome the additional support from the Government, and we also welcome the sabbatical schemes that the Government has and the way that they're trying to encourage use of the Welsh language more widely. But I have a question - and I don't want to be overly critical here: is this going to be sufficient in terms of meeting the needs of the language strategy? Immersion is what succeeds, and it's immersion from an early age. So, yes, we welcome this, and it's wonderful to be able to say, ' Helo, shwmae?', to individuals, but I don't see how this is going to contribute a great deal towards that wider strategy.
Welsh: Wel, yn amlwg, rydyn ni'n croesawu'r gefnogaeth bellach yma gan y Llywodraeth, ac rydyn ni'n croesawu hefyd y cynlluniau sabothol sydd gan y Llywodraeth a'r ffordd maen nhw'n trio annog y defnydd o'r Gymraeg yn ehangach. Ond mae o'n gwestiwn gennyf fi - a dwi ddim eisiau bod yn orfeirniadol fan hyn: ydy hwn yn mynd i fod yn ddigon o ran diwallu anghenion y strategaeth iaith? Trwytho a throchi sy'n llwyddo, a thrwytho a throchi o oed cynnar. Ac felly, ydyn, rydyn ni'n croesawu, ac mae'n braf medru dweud, 'Helo, shwmae', ac ati efo unigolion, ond dwi ddim yn gweld bod hwn yn mynd i gyfrannu'n fawr at y strategaeth.
English: It's an important point, isn't it, because this is employment at the end of the day, and employed staff need to be able to do their work; you don't want some frustration of contract. So, it's crucially important that there are as many possibilities available as possible for them to be immersed and to be proficient in Welsh and, as Eithne has said quite rightly, you need time allocated to this. Teaching is one of these strange roles where the teaching doesn't stop. So, if you're out of the classroom for six months on a sabbatical, that teaching has to continue without you, and there's funding required for that, to get supply teachers in and so on to teach your classes, which may be different to some roles where you can park your work for six months whilst you are being immersed. So, we need that investment of time that will enable staff to take this training during work hours, not in addition to their work hours, but without that having a detrimental impact on the lessons that they would be teaching and would have been teaching had they been before the class.
Welsh: Mae o'n bwynt pwysig, onid ydy, oherwydd cyflogaeth ydy hynna ar ddiwedd y dydd, ac mae angen i'r staff sy'n gyflogedig fod yn gallu gwneud eu gwaith; dŷch chi ddim eisiau rhyw frustration of contract. Ac felly, mae'n hanfodol bwysig fod yna gymaint o bosibiliadau ar gael iddyn nhw drochi a bod yn hyddysg yn y Gymraeg ac, fel mae Eithne wedi'i ddweud yn hollol gywir, mae angen cyllideb amser ynghlwm wrth hyn. Mae dysgu'n un o'r swyddi od yma lle dydy dysgu ddim yn stopio. So, os ydych chi allan o'r dosbarth am chwe mis ar gynllun sabothol, mae'r dysgu'n gorfod parhau hebddoch chi, ac mae yna gyllid yn perthyn i hynny, i gael athrawon llanw ac yn y blaen i gymryd eich gwersi chi, sydd yn wahanol i rai swyddi efallai lle rydych chi'n gallu parcio'ch gwaith am chwe mis tra rydych chi'n cael eich trochi. Felly, mae angen y gyllideb amser ynddo fo sy'n galluogi staff i fynd ar yr hyfforddiant yma yn adeg gwaith, ddim yn ychwanegol iddo fo, ond sydd ddim yn mynd i gael effaith andwyol ar y gwersi y bydden nhw yn eu dysgu ac wedi bod yn eu dysgu petasen nhw o flaen y dosbarth o hyd.
English: Thank you. Carolyn, is there anything that you'd like to add briefly?
Welsh: Diolch. Carolyn, oes yna unrhyw beth ychwanegol rydych chi eisiau ei holi yn gryno?
English: That was a big question and we have three minutes left, I'm afraid. So, may I ask for succinct comments, beginning with Ioan?
Welsh: Mae hwnna'n gwestiwn mawr ac mae gennym ni dri munud, mae arnaf i ofn. Gaf i ofyn am sylwadau cryno gan bawb, gan ddechrau efo Ioan?
English: Nothing to add to the comments made by Eithne and Ioan.
Welsh: Dim byd gwahanol i beth mae Eithne a Ioan wedi'i ddweud.
English: Thank you very much. As time has defeated us, I will give you a very brief opportunity to say anything that you believe should be noted by the committee that you haven't had an opportunity to say as of yet. Ioan, anything you wanted to add?
Welsh: Diolch yn fawr iawn. Gan fod amser wedi mynd yn drech arnom ni, dwi yn mynd i roi cyfle sydyn iawn, os oes yna unrhyw un ohonoch chi fel tystion eisiau dweud rhywbeth rydych chi'n meddwl sydd yn bwysig i'w nodi dydych chi heb gael cyfle i'w ddweud eto. Ioan, oes yna unrhyw beth rydych chi eisiau ei ychwanegu?
English: Just to emphasise how important workforce planning is and ensuring that the profession is something that appeals to people, and that we reward skills, such as being able to speak Welsh and teach through the medium of Welsh effectively, and do so fairly, because we have a great concern that the planning at present, shall we say, is not effective, never mind the planning for 10 years hence.
Welsh: Dim byd ond pwysleisio mewn ffordd pa mor bwysig ydy cynllunio gweithlu a gwneud yn siŵr bod y proffesiwn yn rhywbeth sy'n apelio, a'n bod ni'n gwobrwyo sgiliau, fel siarad Cymraeg a gallu addysgu'r Gymraeg yn effeithiol, ac yn deg, oherwydd mae yna bryder mawr gennym ni nad ydy'r cynllunio, ddywedwn ni, ar hyn o bryd yn effeithiol, heb sôn am gynllunio ar gyfer 10 mlynedd yn y dyfodol.
English: Appropriate and adequate infrastructure to enable these WESPs to succeed in the short time ahead in terms of staffing and resources.
Welsh: Isadeiledd addas i fedru'r CSCAau hyn i lwyddo yn yr amser byr sydd ohoni, sef staffio ac adnoddau.
English: Excellent. May I thank you all very much as witnesses for joining us today, being so willing to give evidence, and honest evidence of your views - we appreciate that very much - as part of our inquiry? We will take a short break now as a committee. We'll reconvene at 10:40, but thank you very much to the witnesses.
Welsh: Gwych. Gaf i ddiolch o galon i chi fel tystion am ddod heddiw, am fod mor barod i roi tystiolaeth, a thystiolaeth onest o'ch barn hefyd - dwi'n gwerthfawrogi - fel rhan o'r ymchwiliad? Mi fyddwn ni'n cymryd egwyl fer rŵan fel pwyllgor. Byddwn ni'n ailgychwyn am 10:40, ond diolch eto i'r tystion.
English: Welcome back. We are continuing with our inquiry into the Welsh in education strategic plans. Thank you very much to our witnesses for joining us. May I ask you all to introduce yourselves and state who you represent, for the record, please? If we can start in the room.
Welsh: Croeso nôl. Rydyn ni'n mynd rhagddo efo ein hymchwiliad o ran y cynlluniau strategol Cymraeg mewn addysg. Diolch yn fawr iawn i'n tystion ni am ymuno â ni. A gaf i ofyn i chi gyd gyflwyno eich hunain a phwy rydych chi'n ei gynrychioli ar gyfer y record, os gwelwch yn dda? Os cawn ni ddechrau yn yr ystafell.
English: Thank you very much. And if I could now turn to Dyfan.
Welsh: Diolch yn fawr iawn. Ac os caf i droi at Dyfan.
English: Dyfan Sion, strategic director, Welsh Language Commissioner's office.
Welsh: Dyfan Sion. Dwi'n gyfarwyddwr strategol i swyddfa Comisiynydd y Gymraeg.
English: Well, thank you very much for joining us. We have an hour, and a number of questions. May I also thank you for the interesting evidence that you presented to us? This is an important part of our work as two committees working jointly. Sioned Williams is joining us from the children and young people committee. I will warn you that Alun Davies will have to leave us at 11:00. There is a memorial service for the late Mohammad Asghar in the Senedd today. So, he is not storming out as a result of your evidence, but I just wanted to warn you of that. So, if I could turn, first of all, to Alun to ask his questions.
Welsh: Wel, diolch o galon i chi gyd am ymuno efo ni. Mae gennym ni awr, a nifer o gwestiynau. A gaf i hefyd ddiolch i o galon ichi am y dystiolaeth ddifyr rydych chi wedi ei chyflwyno ymlaen llaw i ni? Mae hyn yn bwysig fel rhan o'n gwaith ni fel dau bwyllgor ar y cyd. Mae Sioned Williams yn ymuno efo ni o'r pwyllgor plant a phobl ifanc hefyd. Mi wnaf eich rhagrybuddio chi fod Alun Davies yn gorfod ein gadael ni am 11:00. Mae yna wasanaeth coffa i'r diweddar Mohammad Asghar heddiw yn y Senedd. Felly, nid cerdded allan yn sgil yr hyn fyddwch chi'n ei roi fel tystiolaeth fydd o, ond i'ch rhagrybuddio am hynny. A gaf i droi, felly, yn gyntaf, at Alun er mwyn iddo ofyn ei gwestiynau fo i chi?
English: Well, it's early yet, I think, to know whether the current plans are working.
Welsh: Wel, mae'n gynnar eto, dwi'n meddwl, i wybod os ydy'r cynlluniau presennol yn gweithio.
English: Well, as a framework, the new framework, without a doubt, is an improvement on the previous one. This is because we are looking at the early years. I think outcome 1 is important, and the elements that give that basis to feed into the outcomes in the statutory stages are important too. But, I think what any increase in detail does is point out weaknesses, possibly, that also need to be tackled. So, although they are an improvement on the previous situation, they are not perfect by any means.
Welsh: Fel fframwaith, wel, mae'r fframwaith newydd, heb os nac oni bai, wedi gwella ac yn rhagori ar yr un diwethaf. Mae hyn oherwydd ein bod ni'n edrych ar y cyfnodau cynnar hynny. Rwy'n credu bod deilliant 1 yn allweddol a bod yr elfennau sydd yn rhoi'r sail yna i fwydo y deilliannau yn y cyfnodau statudol yn bwysig. Ond, dwi'n credu hefyd mai beth mae unrhyw fanylu ac ehangu yn ei wneud yw dangos y gwendidau efallai sydd hefyd angen mynd i'r afael â nhw. Felly, er efallai eu bod nhw yn welliant, dŷn nhw ddim o bell ffordd yn berffaith.
English: Well, they're fine, they have been fine, and they are a development on what we've had in place in the past. But somehow, we need a shift of momentum if we are to reach our targets, so we need something more transformational than the sluggish system that we currently have.
Welsh: Efallai bod y cwestiwn yn anghywir yn yr ystyr eu bod nhw'n iawn ac wedi bod yn iawn, ac wedi datblygu ar y sefyllfa rŷn ni wedi ei chael yn y gorffennol. Ond mae angen, rhywsut, newid y momentwm yn llwyr os ŷn ni eisiau cyrraedd y targedau, ac felly mae eisiau gweld rhywbeth mwy dwfn - a galwch e'n chwyldroadol - na'r system araf sydd gyda ni ar hyn o bryd.
English: I'm not quite as eager to confirm the current system. They've failed for seven years, and a review by Aled Roberts has shown the deficiencies. There are a number of recommendations in that report, and they've not all been implemented. There is no statutory force behind these plans. I think we'd need stronger and clearer leadership from the Welsh Government, and I think as well we need to ensure that there's a review system for these WESPs, not by Welsh Government officials, but those who have the skills to do that, namely, Estyn. What we need from local authorities is action plans within a national strategic plan based on the 2050 targets. So the aim is to get every pupil leaving school in Wales being able to speak Welsh, and the role of the local authorities is to plan for that. That is what the nature and purpose of the plans are on a local authority level, in our view, as Cymdeithas.
Welsh: Dwi ddim cweit mor awyddus i gadarnhau'r drefn bresennol. Maen nhw wedi methu ers saith mlynedd ac mae'r adolygiad gan Aled Roberts wedi dangos y diffygion. Mae yna nifer o argymhellion yn yr adroddiad yna; dyw nhw ddim i gyd wedi cael eu gweithredu. Does dim grym statudol y tu ôl iddyn nhw. Dwi'n teimlo bod angen arweiniad cryfach a chliriach oddi wrth Lywodraeth Cymru, ac yn ogystal â hynny, mae angen i ni sicrhau bod yna drefn adolygu ac arolygu'r cynlluniau strategol yma - nid gan swyddogion oddi fewn i Lywodraeth Cymru, ond gan gorff sydd gyda'r sgiliau i fedru gwneud hynny, sef, Estyn. Yr hyn sydd ei angen gan awdurdodau lleol yw cynlluniau gweithredu o fewn i fframwaith strategol cenedlaethol, a hynny'n seiliedig ar dargedau Cymraeg 2050. Hynny yw, y nod yw cael pob disgybl yn gadael ysgol yng Nghymru yn medru siarad Cymraeg, a'r nod ar lefel awdurdodau lleol yw cynllunio i wneud hynny. Dyna beth ydy natur a phwrpas y cynlluniau ar lefel awdurdodau lleol, yn ein barn ni, fel Cymdeithas.
English: Thank you. I would say that the existing framework is certainly an improvement on the previous framework. I agree with Toni that the framework perhaps hasn't dealt with all the recommendations of the review. Having said that, we welcome the fact that they are 10-year plans. There are clear outcomes in the guidance, and the guidance is relatively detailed, too. There are problems - from what we saw in the drafts, the WESPs are very detailed on the first three or four years, and then provide a more ambiguous vision for ensuing years. I also agree that there are remaining questions on the review and inspection processes, and there needs to be more assurance in that area. The other thing I would say is that the WESPs aren't going to deal with everything that's needed. The WESPs are part of a broader strategy, and there are gaps in those things supporting that. Perhaps we will come to that later, as we consider the proposed education Bill.
Welsh: Diolch. Buaswn i'n dweud bod y fframwaith sydd yn bodoli rŵan yn sicr yn welliant ar y fframwaith blaenorol. Dwi'n cytuno efo Toni o ran nad ydy'r fframwaith, efallai, yn delio efo argymhellion yr adolygiad a gynhaliwyd i gyd. Wedi dweud hynny, rydyn ni'n croesawu'r ffaith eu bod nhw am 10 mlynedd. Mae yna ddeilliannau clir yn y canllawiau; mae'r canllawiau hefyd yn rhai lled fanwl. Mae yna broblemau. O beth y gwelsom ni yn y drafftiau, mae'r cynlluniau yn fanwl iawn am y tair, pedair blynedd gyntaf, ac yn fwy o weledigaeth annelwig, efallai, yn dilyn hynny. Dwi'n cytuno hefyd fod angen - . Mae yna gwestiynau o hyd ynglŷn â'r trefniadau adolygu ac arolygu, ac mae angen mwy o sicrwydd ynglŷn â hynny. Y peth arall y buaswn i'n ei ddweud ydy nad ydy'r CSCAau ddim yn mynd i ddelio efo popeth sydd ei angen ar eu pennau eu hunain. Rhan o strategaeth ehangach ydy'r CSCAau, ac mae yna fylchau yn y pethau sydd yn cefnogi hynny. Efallai y down ni at y drafodaeth yna nes ymlaen, wrth ystyried y Bil addysg arfaethedig.
English: Thank you. Alun.
Welsh: Diolch. Nôl at Alun.
English: Thank you for that. You've almost all said something very similar; perhaps Toni hasn't. But, just because the current WESPs are better than what used to be in place, that doesn't mean that it is this system that is going to enable us to reach the Cymraeg 2050 target. So, what are the three things, say, that you would like to see changing with regard to the current system to enable us to reach the targets that we've all agreed?
Welsh: Diolch i chi am hynny. Dŷch chi i gyd, bron, wedi dweud rhywbeth tebyg iawn i'ch gilydd; efallai nad yw Toni wedi. Ond, jest oherwydd bod y WESPs presennol yn well nag yr oedden nhw, dyw hynny ddim yn meddwl mai'r system yma ydy'r un sy'n mynd i'n galluogi ni i gyrraedd y targedau Cymraeg 2050. So, beth ydy'r tri pheth y buasech chi eisiau eu gweld yn newid yn y system bresennol i'n galluogi ni i gyrraedd y targedau rydyn ni i gyd wedi cytuno arnyn nhw?
English: I'm going to start this time with Dyfan.
Welsh: Dwi'n mynd i ddechrau'r tro yma gyda Dyfan, os gwelwch yn dda.
English: As I said, the WESPs are just one part of the jigsaw. So, the rest of the framework and strategy need to support and contribute towards the WESPs, and we refer a fair bit to this in the written evidence that we shared with you. But succinctly, I think, initially, we need a more co-ordinated approach for the support and capital budget available for schools in Wales. I also think that we need to make the process of moving schools along the linguistic continuum easier, and one thing that we wouldn't expect the WESPs to deal with - and they don't - is that situation in terms of the English-medium sector in Wales, and how they will contribute towards the creation of confident Welsh speakers. Now, that sector is expected to contribute if the Government is to reach its targets in Cymraeg 2050. And then finally, what I would say is that, clearly, we need to increase the number of teachers who are able to teach through the medium of Welsh. We welcome the Government's 10-year plan, but again, in terms of the commitment contained within it, I don't think that they are sufficiently far-reaching as things stand to contribute towards the Cymraeg 2050 strategy. So, those are the things that I think are needed in order to strengthen and facilitate the implementation of the WESPs.
Welsh: Fel y dywedais i, un rhan o'r darlun ydy'r CSCAau, ac felly mae angen i weddill y fframwaith a'r strategaeth gefnogi a chyfrannu tuag at y CSCAau, hefyd. Rydyn ni'n cyfeirio tipyn at hyn yn y dystiolaeth ysgrifenedig y gwnaethon ni ei rhannu, ond yn gryno, yn y lle cyntaf, dwi'n meddwl bod angen trefn fwy cydlynus ar gyfer y gefnogaeth a'r gyllideb gyfalaf sydd ar gyfer ysgolion yng Nghymru. Dwi'n meddwl hefyd fod angen gwneud y broses o symud ysgolion ar hyd y continwwm ieithyddol yn haws. Rhywbeth y buasem ni ddim yn disgwyl i'r CSCAau ddelio efo - a dydyn nhw ddim - ydy'r sefyllfa o ran y sector Saesneg yng Nghymru, a sut maen nhw'n mynd i fynd ati i gyfrannu tuag at greu dysgwyr neu siaradwyr Cymraeg hyderus. Mae disgwyl i'r sector yna gyfrannu os ydy'r Llywodraeth yn mynd i gyrraedd eu targedau Cymraeg 2050. Ac yn olaf wedyn, beth fuaswn i'n ei ddweud ydy, yn amlwg, mae angen cynyddu nifer yr athrawon sy'n gallu addysgu trwy gyfrwng y Gymraeg. Rydym yn croesawu'r cynllun 10 mlynedd mae'r Llywodraeth wedi ei gyhoeddi, ond eto, o ran yr ymrwymiadau yn hwnnw, dwi ddim yn meddwl bod hwnnw'n ddigon pellgyrhaeddol fel mae'n sefyll i gyfrannu tuag at strategaeth Cymraeg 2050. Felly, dyna'r pethau dwi'n meddwl sydd eu hangen er mwyn cryfhau a hwyluso gweithredu'r CSCAau.
English: Why must they be independent? What's wrong with the Government doing this?
Welsh: Pam bod yn rhaid iddyn nhw fod yn annibynnol? Beth sy'n bod ar y Llywodraeth yn gwneud hyn?
English: I'm not convinced that the Government has acted as it should have done over the past 20 years. We've had -
Welsh: Dydw i ddim yn argyhoeddedig bod y Llywodraeth wedi gweithredu fel y dylai dros yr 20 mlynedd diwethaf. Dŷn ni wedi cael -
English: The fact that you disagree with the Government doesn't mean that the Government shouldn't act in a particular way. That's the democratic body that we have.
Welsh: Jest oherwydd eich bod chi'n anghytuno â'r Llywodraeth, dydy hynny ddim yn meddwl na ddylai'r Llywodraeth wneud hynny. Dyna'r corff democrataidd sydd gyda ni.
English: Yes. Well, we've had five or six Welsh language Ministers, with different priorities; civil servants change. There is no real consistent drive in the same direction, unfortunately.
Welsh: Ie. Wel, dŷn ni wedi cael pump neu chwech o Weinidogion y Gymraeg, a gwahanol flaenoriaethau gyda nhw; gweision sifil yn newid. Does dim gyriant cyffredinol ac amlwg i'r un cyfeiriad wedi bod, yn anffodus.
English: I don't agree.
Welsh: Dwi ddim yn cytuno.