techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: A very interesting question, Bethan. At the moment, the cost is different in different parts of Wales. It is the centre's aspiration that we do try to make the fee similar in all parts of Wales. Now, to go back a step, the providers the centre supports is a mixture of county councils, universities and colleges, and they have various fees in place. The fees collected all go back into the service, and that's an important factor, so it improves the service available. On the other hand, our view at the moment is that there is too much variation in terms of that fee. So, over ensuing years we'll be having discussions with our providers as to how we can bring the fee into a range that is, in our view, more sensible, and also to agree on reductions, because we don't want anyone to miss out on learning Welsh because of the fee, and there are concessions available - there are 11 providers and 11 different systems at the moment. So, part of our challenge in establishing a national system is to try to bring consistency to these areas.
Welsh: Cwestiwn diddorol iawn, Bethan. Ar hyn o bryd, mae'r gost yn wahanol ym mhob rhan o Gymru. Mae'n ddyhead gan y ganolfan i ni drio dod a'r ffioedd yn debycach i'w gilydd ymhob rhan o Gymru. Os af i'n ôl cam, mae'r darparwyr mae'r ganolfan yn eu hariannu yn gymysgedd o sefydliadau addysg uwch, prifysgolion a chynghorau sir. Maen nhw â'u polisïau gwahanol eu hunain, ac mae yna amrywiaeth mawr yn y ffioedd. Mae'r ffi i gyd sy'n cael ei gasglu yn mynd yn ôl i mewn i'r gwasanaeth, felly mae hynny hefyd yn ffactor pwysig. Felly, mae'n gwella'r gwasanaeth sydd ar gael. Ar y llaw arall, ein barn ni ar hyn o bryd yw bod gormod o amrywiaeth yn y ffi yna, felly dros y cyfnod nesaf, rŷm ni'n cynnal trafodaeth gyda'n darparwyr ni am sut y gallwn ni ddod â'r ffi i ystod sydd, yn ein barn ni, yn fwy synhwyrol, a hefyd i gytuno beth yw'r gostyngiadau achos rŷm ni'n awyddus bod neb yn methu dysgu Cymraeg oherwydd y ffi, ac mae yna bolisïau gostyngiadau amrywiol - mae 11 darparwr, mae 11 system wahanol. Felly, rhan o'n sialens ni o sefydlu trefn genedlaethol yw trio cysoni'r pethau yma.
English: Okay. I look forward to hearing more about that because, clearly, as you've already said you wouldn't want to buy someone out of -
Welsh: Ocê. Byddwn i'n edrych ymlaen at weld mwy am hynny oherwydd, yn amlwg, byddech chi ddim - fel rydych chi'n dweud, really - eisiau prisio rhywun mas -
English: - the opportunity to learn Welsh.
Welsh: - o'u gallu nhw i ddysgu iaith y wlad.
English: That's the important point.
Welsh: Dyna'r pwynt pwysig.
English: Thank you. Are there any further questions from Members? If not, thank you very much for coming in today. I'm sure we'll speak to you again in future to hear about some of the innovative work that you're doing as an organisation, but thank you very much for coming in.
Welsh: Diolch. A oes cwestiynau eraill gan Aelodau? Os ddim, diolch yn fawr iawn i chi am ddod mewn yma heddiw. Mae'n siŵr y byddwn ni'n siarad â chi eto yn y dyfodol i glywed am rywfaint o'r gwaith arloesol rydych chi yn ei wneud fel sefydliad, ond diolch yn fawr iawn am ddod i mewn yma heddiw.
English: Thank you. Good luck with the work.
Welsh: Diolch i chi. Pob lwc gyda'r gwaith.
English: Thank you. We're going to take a break until the Minister arrives. Thank you.
Welsh: Diolch. Byddwn ni'n cymryd seibiant hyd nes bod y Gweinidog yn dod mewn. Diolch yn fawr iawn.
English: Thank you, and welcome to item 3 on the agenda: Minister for Lifelong Learning and Welsh Language - general scrutiny session. We'd like to welcome Eluned Morgan, Minister for Lifelong Learning and Welsh Language, Bethan Webb, deputy director, Welsh language, and also Jeremy Evas - if I'm right in my pronunciation there - head of Welsh language promotion. Thank you for coming to us today. Can I begin, then, please? I'm sure Members would be interested in hearing about your statement this morning in relation to the ombudsman. I'm sure many of us would welcome that decision, but could you explain why you've issued this statement today? What is your thinking behind that decision? Thank you.
Welsh: Diolch, a chroeso i eitem 3 ar yr agenda: sesiwn graffu ar Weinidog y Gymraeg a Dysgu Gydol Oes. Rydym yn croesawu Eluned Morgan, sef Gweinidog y Gymraeg a Dysgu Gydol Oes, a hefyd Bethan Webb, sef dirprwy gyfarwyddwr y Gymraeg, a hefyd Jeremy Evas - os ydy hynny'n iawn - pennaeth hybu'r iaith Gymraeg. Diolch i chi am ddod atom heddiw. I gychwyn, mae'n siŵr y byddai gan Aelodau ddiddordeb i glywed am eich datganiad y bore yma am yr ombwdsmon. Mae'n siŵr bydd nifer ohonom yn croesawu'r penderfyniad hwnnw, ond a fyddech chi'n gallu esbonio pam rydych chi wedi rhoi datganiad mas heddiw? Beth yw'ch meddylfryd y tu ôl i wneud y penderfyniad hwnnw? Diolch.
English: This is something that relates to the White Paper, of course, and I was endeavouring to ensure that we respond. We've had quite a thorough consultation on the White Paper, and one of the responses we received was from the ombudsman, who had thrown the idea into the ring that perhaps he would have some of the necessary skills in terms of doing a little more in relation to regulation. We gave careful consideration to his comments. I think there is a great deal we can learn from the ombudsman in terms of effectiveness. I think whatever happens in the future, we do have to ensure that there is benchmarking in terms of regulation and how regulation happens in various areas, and the efficiency of that. But having considered, what became clear was that this would raise some very complex issues in terms of changing the role of the ombudsman. So, for example, there are only very few powers available to the ombudsman in terms of the possibility of intervening in the private sector - well, that's something that we want to keep on the agenda for the future. In terms of enforcement, that is another area that would be weaker, I think, if you were to compare the powers available to the commissioner as opposed to the ombudsman. So, once we'd looked at this in detail, then we did think that it was an area where we would have to substantially change the role of the ombudsman in a complex way and that there wold be a need for a change in the law, and that wasn't something - . But there are certainly things that we can learn from the ombudsman.
Welsh: Mae hwn yn rhywbeth sydd yn ymwneud â'r Papur Gwyn, wrth gwrs, ac roeddwn yn ceisio sicrhau ein bod ni'n ymateb. Rydym wedi cael ymgynghoriad eithaf trylwyr ar y Papur Gwyn. Un o'r ymatebion a gawsom ni oedd gan yr ombwdsmon, a oedd wedi taflu'r syniad i mewn i'r pot efallai y byddai ef â rhai o'r sgiliau, rhai o'r posibiliadau ynglŷn â gwneud ychydig bach mwy o ran rheoleiddio. Fe wnaethom ni ystyried yn ofalus beth oedd ganddo fe i'w ddweud. Rwy'n meddwl bod lot y gallwn ni ei ddysgu o'r ombwdsmon o ran effeithlonrwydd. Rwyf yn meddwl, beth bynnag sy'n digwydd yn y dyfodol, mae'n rhaid inni sicrhau bod benchmarking yn digwydd o ran rheoleiddio a sut mae rheoleiddio'n digwydd mewn gwahanol ardaloedd, ac effeithlonrwydd hynny. Ond ar ôl inni ystyried, beth oedd yn glir oedd y byddai hyn yn codi materion cymhleth iawn o ran newid rôl yr ombwdsmon. Felly, er enghraifft, dim ond ychydig bach iawn o hawliau sydd gan yr ombwdsmon o ran y posibilrwydd o ymyrryd mewn cwmnïau preifat - wel, mae hynny'n rhywbeth, efallai, rŷm ni eisiau ri gadw ar yr agenda am y dyfodol. O ran enforcement, mae hwnnw'n rhywbeth arall sydd yn wannach, rwy'n meddwl, os ŷch chi'n cymharu'r math o bŵer sydd gan y comisiynydd o gymharu gyda'r ombwdsmon. So, unwaith roeddem ni wedi edrych arno fe mewn manylder, roeddem ni'n meddwl ei fod e'n rhywbeth lle byddai'n rhaid i ni newid rôl yr ombwdsmon mewn ffordd really cymhleth a newid y gyfraith, ac nad oedd hynny'n rhywbeth - . Ond, mae yna bethau y gallwn ni eu dysgu o'r ombwdsmon, yn sicr.
English: Just a second question, therefore, on this - and I'm sure that Members will have more questions on this later - you're going to be publishing the report on the White Paper and summarising the responses to the consultation next week, so are you going to keep these powers with the commissioner? Is it still your opinion that we need to change the system and have a commission rather than a commissioner, and that's where the powers will remain, or is it too early in the process yet to tell us what you're going to do?
Welsh: Jest yr ail gwestiwn ar hyn, ac i orffen - rwy'n siŵr bydd gan fwy o Aelodau gwestiynau ar hyn yn hwyrach - rydych chi'n mynd i fod yn cyhoeddi adroddiad a chrynhoi'r ymatebion i'r ymgynghoriad yn y Papur Gwyn yr wythnos nesaf, felly a ydych chi'n mynd i gadw'r pwerau hyn gyda'r comisiynydd? A ydych chi'n dal i fod o'r farn bod angen newid system y comisiynydd i fod yn gomisiwn ac yno fydd y pwerau hyn yn eistedd, neu a fydd hynny'n rhy gynnar i 'pre-empt-io' yr hyn rydych chi'n mynd i'w wneud yr wythnos nesaf?
English: I think, at the end of the month, we will be publishing the responses to the consultation. Then, we will be making more detailed comments on the shape of regulation for the future. But, we haven't made any definite decisions on that, as of yet, so I wouldn't want to go into any detail there yet.
Welsh: Rydw i'n meddwl, ddiwedd y mis, byddwn ni'n dod mas ag ymatebion i'r ymgynghoriad. Wedyn, byddwn ni'n gwneud sylwadau mwy manwl ar beth fydd y siâp rŷm ni'n ei weld o ran rheoleiddio yn y dyfodol. Ond, nid ydym ni wedi gwneud penderfyniadau pendant ar hynny eto, felly fuaswn i ddim eisiau mynd i mewn i fanylder ar hynny eto.
English: Great. Just to move on, then, to Cymraeg 2050, previously, you appeared before the committee - unfortunately, I was away ill - and you answered questions about the strategy in relation to reaching a million speakers. What I'd like to ask is, in your evidence, you state that perhaps it's not possible - . I have it in a quote here:
Welsh: Grêt. Jest i symud ymlaen, felly, at Cymraeg 2050, roeddech chi yma o'r blaen - yn anffodus, roeddwn i'n sâl - i gymryd cwestiynau ynglŷn â'r strategaeth o ran cyrraedd y filiwn. Beth yr oeddwn i eisiau ei ofyn oedd, yn eich tystiolaeth, roeddech chi'n dweud efallai nad oedd yn bosib - . Mae gen i hyn mewn dyfyniad:
English: - in terms of establishing more Mudiad Meithrin groups. Do you think there's a problem with those targets if you're already saying that those interim targets are going to be difficult to reach? Is that true, therefore, in relation to other targets within the strategy?
Welsh: - o ran creu mwy o fudiadau meithrin. A ydych chi'n credu bod yna broblem gyda'r targedau, os ydych chi'n dweud yn barod efallai fod y targedau interim yna'n mynd i fod yn anodd i'w cyrraedd? A ydy hynny'n wir, felly, ar gyfer targedau eraill o fewn y strategaeth hynny?
English: Okay. The other question I have is about your comment saying that you're only looking at a small increase, perhaps over the first four years. In relation to the evidence we've had as a committee, people feel that this needs to be front-loaded in order for things to happen quickly and earlier, so that more people are able to learn Welsh. Do you think that your comment, then, that the gains you would make would only be quite small, is in contrast with that? Or, do you think it is still realistic that we'll reach the target, even though the change will be small within the first four years?
Welsh: Ocê. Y cwestiwn arall oedd gen i oedd ar eich sylwad mai cynnydd bychan fydd i'w weld yn y pedair blynedd gyntaf. Y dystiolaeth y cawsom ni, fel pwyllgor, oedd bod angen 'front-load-io' hyn oll er mwyn i bethau ddigwydd yn gyflym ac yn gynharach fel bod mwy o bobl, wedyn, yn gallu dysgu Cymraeg. A ydych chi'n credu bod eich sylwad, wedyn, mai cynnydd bychan sy'n cael ei weld, yn mynd yn erbyn hynny? Neu, a ydych chi'n gweld ei fod yn dal i fod yn realistig i gyrraedd y targed, er na fyddem ni'n gweld newid sylweddol yn y pedair blynedd cyntaf?
English: Well, one of the problems with these first stages is that there are a number of children in the system already, and so it's difficult to have an impact there. So, I think the important point is that we try and encourage people to go into the Welsh-medium education system, for example, and that's why providing that early years provision and the nursery provision is crucial. It's only after a certain amount of time that those will come into the education system, so I think - . Also, you have to bear in mind training. Training sufficient numbers of teachers is crucial and that can't be done overnight; it takes time for them to go through the system to be trained. So, in terms of my focus at the moment, I am focusing on training sufficient numbers of teachers so that we have a sufficient number in the system to achieve these targets, and that's going to be difficult, but we have now put measures in place where we hope we will see some development in terms of getting more people to train through the medium of Welsh.
Welsh: Wel, un o'r problemau gyda'r blynyddoedd cyntaf yw bod lot o blant yn y system yn barod, ac felly mae'n anodd effeithio ar hynny. Felly, y pwynt pwysig yw ein bod ni'n treial annog mwy o bobl i fynd i mewn i'r system addysg Gymraeg, er enghraifft, a dyna pam mae rhoi darpariaeth i'r blynyddoedd cynnar ac i ysgolion meithrin yn hanfodol. Dim ond ar ôl ychydig amser bydd y rheiny'n mynd i mewn i'r system addysg, felly rydw i'n meddwl - . Hefyd, mae'n rhaid ichi gofio hyfforddi. Mae hyfforddi digon o athrawon yn hanfodol ac nid ydyn nhw'n cael eu hyfforddi dros nos; mae eisiau ychydig o amser arnyn nhw i fynd drwy'r system ac i gael eu hyfforddi. Felly, o ran ble rydw i'n canolbwyntio arno ar hyn o bryd, rydw i'n canolbwyntio ar hyfforddi digon o athrawon fel bod gennym ni ddigon yn y system i gyrraedd y targedau yma, ac mae hynny'n mynd i fod yn galed, ond rŷm ni nawr wedi rhoi mesurau mewn lle, lle rŷm ni'n gobeithio y byddwn ni'n gweld symudiad o ran cael mwy o bobl mewn i hyfforddi drwy gyfrwng y Gymraeg.
English: My final question is in relation to measuring the increase. Of course, there's no census now until 2021, and you noted in your paper that you would be looking to increase daily use from 10 per cent to 11 per cent by 2021 and up to 20 per cent by 2050. Is that something that you would reiterate here today?
Welsh: Mae'r cwestiwn olaf sydd gen i ar fesur y cynnydd. Nid oes cyfrifiad tan 2021, ac fe nodoch chi yn eich papur y byddwch chi'n ceisio cynyddu defnydd pob dydd o 10 y cant i 11 y cant erbyn 2021, a hyd at 20 y cant erbyn 2050. A ydy hynny'n rhywbeth rydych chi'n ei ategu yma heddiw?
English: At these early stages, I do think that the strategy - . As I mentioned earlier, these targets are very clear, so everyone knows what needs to be done. The difficulty is that we're not responsible for the census, so we can't get those figures until the census takes place. So, I hope we will see some movement in that period. I do think that, by 2021, which isn't so very far away, we won't see that radical shift that we would hope to see in later years.
Welsh: Yn y blynyddoedd cynnar yma, rydw i'n meddwl bod y strategaeth yn - . Fel yr oeddwn i'n sôn yn gynharach, mae'r targedau hyn yn rhai really clir, felly mae pob un yn gwybod beth sydd angen ei wneud. Y drafferth yw nad ni sy'n gyfrifol am y cyfrifiad. Felly, allwn ni ddim cael y ffigurau hynny tan ein bod ni'n cael y cyfrfiad hwnnw. Felly, gobeithio y gwnawn ni weld ychydig o symud yn y cyfnod hwnnw. Rydw i yn meddwl, erbyn 2021 - sydd ddim yn bell i ffwrd o gwbl - na fyddwn ni'n gweld y symudiad radical y byddwn ni'n gobeithio ei weld yn y blynyddoedd sydd yn dod yn nes ymlaen.
English: Siân Gwenllian has an additional question on this section. Thank you, Siân.
Welsh: Mae gan Siân Gwenllian gwestiwn ychwanegol yn yr adran yma. Diolch, Siân.
English: You were just talking about teachers in the system who speak Welsh, but are not teaching through the medium of Welsh. There have been attempts to get them to teach through the medium of Welsh. There's a sabbatical scheme for teachers. Now, that really hasn't been all that successful, because a lot of teachers go on the course but they don't actually come back to the workplace to teach through the medium of Welsh. So, I think that needs to be looked at.
Welsh: Roeddech chi'n sôn am athrawon yn y system sydd yn siarad Cymraeg, ond ddim yn dysgu trwy gyfrwng y Gymraeg, ac mae yna ymdrechion wedi bod i'w cael nhw i ddysgu drwy'r Gymraeg. Mae cynllun sabothol i athrawon. Rŵan, nid ydy hwnnw really wedi bod yn llwyddianus iawn, oherwydd mae yna lot o bobl yn mynd arno fo ond efallai nad ydyn nhw'n landio i fyny nôl yn y gweithle yn dysgu drwy gyfrwng y Gymraeg. Felly, mae angen edrych ar hwnnw.
English: Well, we're doing a great deal of work in assessing the sabbatical programme. We are aware that people are concerned about it. I've made a point of speaking to people who have attended the programme and asked them what their experience was and where we could be making improvements, and some of the feedback I've got is that people have said you do need a lot more after-care. So, rather than going straight back into the system, they need to continue with that training in one way or another, and that has now been tweaked in the system, but we are keeping a close eye on that sabbatical programme.
Welsh: Wel, rydym ni'n gwneud lot o waith ar asesu'r cynllun sabothol. Rydym ni'n ymwybodol bod pobl yn poeni am hynny. Rydw i wedi gwneud pwynt o siarad gyda phobl sydd wedi bod ar y cynllun a gofyn iddyn nhw beth oedd eu profiad nhw a beth allem ni fod yn ei wella, ac un o'r pethau mae pobl rydw i wedi siarad â nhw yn ei ddweud yw bod eisiau lot mwy o ôl-ofal. So, yn lle mynd jest yn syth nôl mewn i'r system, mae eisiau iddyn nhw barhau â'r hyfforddiant mewn rhyw ffordd neu'i gilydd, ac mae hynny wedi cael ei 'tweak-io' nawr yn y system, ond rydym ni'n cadw golwg yn arbennig ar y cynllun sabothol yna.
English: When you say that, can you give us some figures on how many people who follow the sabbatical course then go from not teaching Welsh at all to teaching through the medium of Welsh? Do you have figures on that, Minister?
Welsh: Pan fyddwch chi'n dweud hynny, a ydych chi'n gallu rhoi ffigurau inni o faint o bobl sydd wedi mynd ar y cyrsiau sabothol sydd yn mynd o beidio â dysgu Cymraeg o gwbl i ddysgu trwy gyfrwng y Gymraeg? A oes ffigurau fel yna gyda chi fel Gweinidog?
English: There are figures available and I can provide them to you if you'd like. Seventy-seven people are currently on the entry level, 71 on foundation and 101 on higher. So, there's a total of 249 people who have gone through the sabbatical system at the moment.
Welsh: Mae yna ffigyrau gyda ni. Gallaf i roi'r ffigyrau yma i chi os ŷch chi'n moyn. Mae 77 o bobl yn y system ar hyn o bryd ar lefel mynediad, sylfaen 71, uwch 101. So, mae 249 o bobl wedi mynd trwy'r system sabothol ar hyn o bryd.
English: That's just this year. Just this year.
Welsh: Jest eleni yw hwnna. Jest eleni.
English: But how many of them are using Welsh in schools now?
Welsh: Ond faint o'r rheini sy'n defnyddio'r Gymraeg yn yr ysgolion?
English: After they have been -
Welsh: Ar ôl iddyn nhw fod -
English: After being on the course. That's the point: it's all very well going on the course, but what happens afterwards? What are they doing with the experience that they've had and the training they've had? If they can't use it in the workplace, it's a waste of time.
Welsh: Ar ôl iddyn nhw wneud y cyrsiau. Dyna ydy'r pwynt: mae'n iawn mynd ar y cyrsiau, ond wedyn beth maen nhw'n ei wneud efo'r profiad maen nhw wedi'i gael a'r hyfforddiant mae nhw wedi'i gael? Os nad ydyn nhw'n gallu ei ddefnyddio fo yn y gweithle, mae o'n wast o amser.
English: After the last evaluation, the aftercare, if you like, has become a more crucial part of the new programme. So, rather than going back to an English-medium school, they spend three to six months in a Welsh-medium school so that they can teach through the medium of Welsh. So, as the Minister has said, we continually evaluate the programme to make improvements.
Welsh: Ar ôl y gwerthusiad diwethaf, mae'r ôl-ofal wedi dod yn rhan mwy allweddol o'r rhaglen newydd, felly maen nhw'n treialu, yn lle mynd yn ôl i'r ysgol Saesneg, eu bod nhw'n treulio tri i chwe mis mewn ysgol Gymraeg i ddysgu yn Gymraeg wedyn. Felly fel mae'r Gweinidog wedi dweud, rydym ni'n gwerthuso'r rhaglen yn barhaus er mwyn ei gwella hi.
English: You don't have specific figures, therefore, regarding the progression.
Welsh: Nid oes gennych chi ddim ffigyrau penodol, felly, ynglŷn â'r dilyniant.
English: Everyone who has committed - . It is a major commitment to go on the course, because it is three to six months out of school, and it's a commitment from the local authority and the school itself. So, when they do return to school, they do teach Welsh at school. But, clearly, some use more than others and it depends on the situation in the particular schools and there are different local arrangements in place too. But the team leading on this has taken the evaluation seriously, and there are positive steps in place now to tackle that.
Welsh: Mae pawb sydd wedi ymroi - . Mae o'n ymroddiad mawr i fynd ar y cwrs, achos mae o'n dri i chwe mis allan o'r ysgol, ac mae'n ymroddiad gan yr awdurdod lleol a'r ysgol ei hunan hefyd. Felly, pan maen nhw'n mynd nôl i'r ysgol, maen nhw yn dysgu Cymraeg yn yr ysgol wedyn. Ond, yn amlwg, mae yna rai yn defnyddio mwy neu llai, ac felly mae o'n dibynnu ar sefyllfa'r ysgol, ac mae yna drefniadau lleol gwahanol hefyd. Ond mae'r tîm sy'n arwain ar hwn wedi cymryd y gwerthusiad o ddifrif, ac mae yna bethau cadarnhaol yn eu lle rŵan er mwyn mynd i'r afael â hynny.
English: In relation to some of the people I've spoken to, some of them have gone from English-medium primary schools with very little Welsh there in the school at all, so it was about getting someone to go on the course and then go back to the school, the non-Welsh-medium school, and then become a Welsh champion within that school. Because I do think we really do need to change the way we teach Welsh in the English-medium schools. I think we have to improve that standard. But, first of all, we need to get those people who have that background and the ability and the enthusiasm to teach through the medium of Welsh and that's what's happened in some of these cases I've heard about. Those are the people who have gone back into the school to teach within their school and been champions for the school. It's not just about teaching Welsh through the medium of Welsh, but it's about changing the culture of the school to be more Welsh in nature.
Welsh: O ran rhai o'r bobl rydw i wedi siarad â nhw, roedd rhai o'r rheini wedi mynd o ysgolion cynradd di-Gymraeg gydag ychydig iawn o Gymraeg y tu fewn i'r ysgol o gwbl, felly roedd cael rhywun i fynd ar y cwrs yma a mynd nôl i'r ysgol di-Gymraeg a oedd wedyn wedi dod yn tsiampion y Gymraeg y tu fewn i'r ysgol di-Gymraeg - . Achos rydw i yn meddwl bod rhaid i ni really newid y ffordd rydym ni'n dysgu Cymraeg yn yr ysgolion di-Gymraeg. Mae'n rhaid i ni wella safon hynny, ond yn gyntaf, mae'n rhaid i ni gael y bobl sydd gyda'r cefndir, y gallu a'r enthusiasm i ddysgu trwy gyfrwng y Gymraeg. Dyna sydd wedi digwydd yn rhai o'r achosion rydw i wedi clywed amdanyn nhw: nhw sydd wedi mynd nôl mewn wedyn i ddysgu tu fewn i'w hysgol nhw a bod yn tsiampions i'r ysgol. Felly nid yw e ddim jest am ddysgu Cymraeg trwy gyfrwng y Gymraeg, ond mae'n rhan o newid diwylliant yr ysgol i fod yn fwy Cymreig.
English: Sorry to labour this point, but I wonder if we could see the evaluation of what's happening. It's difficult for us to ask questions when we don't know, perhaps -
Welsh: Tybed - sori i gario ymlaen gyda'r pwynt yma - a oes modd i ni weld rhyw werthusiad o'r hyn sydd yn digwydd. Mae'n anodd i ni gwestiynu o hyd pam nad ydym ni'n gwybod, efallai -
English: There is an evaluation about to be commissioned for 2018 to look at the new arrangements.
Welsh: Mae yna werthusiad yn mynd i gael ei gomisiynu yn 2018 er mwyn gwerthuso'r trefniadau newydd.