English: I thank John Griffiths for that supplementary question. I do agree with him; it is concerning. We do want to make sure that young people are choosing to study modern foreign languages. He's corresponded with me in the past in particular around the decline in German provision, and I do recognise that. The pattern that we see is that, where students are enrolling for qualifications in those areas, they're still doing very well in them; it's just that the numbers in some of those areas are dropping, as he says. What we are doing as a Government is we've looked again at the strategy that we've had for the last three years, sought to identify the things that need a refocus, if you like, perhaps to take into account what we've learnt over that period. There are three priorities that we will be focusing on in the next three-year period we're committing to: obviously to support the development and delivery of international language provision across Wales - that's the underpinning objective - but in doing that, a focus on providing practitioners themselves with the skills that they need to deliver, and also challenging some of the misconceptions around language learning, which I think has a part to play in the challenge. We'll be offering a range of support, including specific funding to primary teachers with the Open University's Teachers Learning to Teach Languages professional development programme, which offers primary teachers the opportunity to learn a new language, be that French, German, Spanish, Mandarin Chinese, and how then to teach that in the classroom. I visited my old primary school at the end of last term and heard the young people in one of the primary classes learning Spanish. I thought that was exactly the kind of thing that we need to see more of. We'll be continuing a programme that has been actually successful - the student mentoring programme - which provides direct support at a secondary level with students who are studying at Cardiff University going into the field to promote language study to GCSE and beyond, talking about their own personal experiences of that. But also, we're trying to link up the work that we do through 'Global Futures' with the work of Taith. I think there are some synergies in that area and I'm glad that that's been able to be linked up, so that we can link, in the minds of young people, the opportunity to study abroad, perhaps, with the opportunity to learn a new language and offer that more holistic opportunity. So, I think there are a number of things that we can do. I'm very hopeful that we will see a better trend in the next three-year period than we saw in the last three-year period. But I think the point that he was starting with, the role of languages in the curriculum, over the longer term, admittedly, will make a significant contribution.
Welsh: Diolch i John Griffiths am y cwestiwn atodol hwnnw. Rwy'n cytuno ag ef; mae'n bryderus. Rydym eisiau gwneud yn siŵr fod pobl ifanc yn dewis astudio ieithoedd tramor modern. Mae wedi gohebu â mi yn y gorffennol yn enwedig ynglŷn â'r dirywiad yn y ddarpariaeth Almaeneg, ac rwy'n cydnabod hynny. Y patrwm rydym yn ei weld yw, lle mae myfyrwyr yn cofrestru ar gyfer cymwysterau yn y meysydd hynny, maent yn dal i wneud yn dda iawn ynddynt, ond mae'r niferoedd yn rhai o'r meysydd hynny'n gostwng, fel y mae'n dweud. Fel Llywodraeth, rydym wedi edrych eto ar y strategaeth a fu gennym ers tair blynedd, ac wedi ceisio nodi'r pethau y mae angen ailffocysu arnynt, os hoffech, er mwyn ystyried yr hyn a ddysgwyd gennym dros y cyfnod hwnnw. Mae yna dair blaenoriaeth y byddwn yn canolbwyntio arnynt yn y cyfnod nesaf o dair blynedd yr ydym yn ymrwymo iddynt: yn amlwg, cefnogi'r gwaith o ddatblygu a chyflwyno darpariaeth ieithoedd rhyngwladol ledled Cymru - dyna'r amcan sylfaenol - ond wrth wneud hynny, canolbwyntio ar ddarparu'r sgiliau sydd eu hangen ar addysgwyr eu hunain i'w darparu, a hefyd herio rhai o'r camsyniadau sy'n ymwneud â dysgu iaith, sydd â rhan i'w chwarae yn yr her yn fy marn i. Byddwn yn cynnig ystod o gymorth, gan gynnwys cyllid penodol i athrawon cynradd gyda rhaglen datblygiad proffesiynol y Brifysgol Agored, Teachers Learning to Teach Languages, sy'n rhoi cyfle i athrawon cynradd ddysgu iaith newydd, boed yn Ffrangeg, Almaeneg, Sbaeneg, Tsieinëeg Mandarin, a sut wedyn i ddysgu honno yn yr ystafell ddosbarth. Ymwelais â fy hen ysgol gynradd ddiwedd y tymor diwethaf a chlywais y bobl ifanc yn un o'r dosbarthiadau cynradd yn dysgu Sbaeneg. Roeddwn yn meddwl mai dyna'r union fath o beth sydd angen inni weld mwy ohono. Byddwn yn parhau â rhaglen sydd wedi bod yn llwyddiannus - y rhaglen mentora myfyrwyr - sy'n rhoi cymorth uniongyrchol ar lefel uwchradd gyda myfyrwyr sy'n astudio ym Mhrifysgol Caerdydd yn mynd i'r maes i hyrwyddo astudio iaith i fyfyrwyr TGAU a thu hwnt, gan sôn am eu profiadau personol o wneud hynny. Ond hefyd, rydym yn ceisio cysylltu'r gwaith a wnawn drwy 'Dyfodol Byd-eang' gyda gwaith Taith. Rwy'n meddwl bod rhai synergeddau yn y maes hwnnw ac rwy'n falch fod hynny wedi gallu cael ei gysylltu, fel ein bod yn gallu cysylltu, ym meddyliau pobl ifanc, y cyfle i astudio dramor, efallai, gyda'r cyfle i ddysgu iaith newydd a chynnig y cyfle mwy cyfannol hwnnw. Felly, rwy'n meddwl bod nifer o bethau y gallwn eu gwneud. Rwy'n obeithiol iawn y gwelwn duedd well yn y cyfnod nesaf o dair blynedd na'r hyn a welsom yn y cyfnod diwethaf o dair blynedd. Ond rhaid cyfaddef, rwy'n credu y bydd y pwynt y dechreuodd gydag ef, rôl ieithoedd yn y cwricwlwm, yn gwneud cyfraniad sylweddol yn fwy hirdymor.