English: Thank you, Llywydd. I'm pleased to support the motion as drafted, of course, and to reject the amendments, despite some of the explanations that we've heard. May I also start by noting my gratitude at the decision of Powys council to keep the Welsh language stream in Brecon High School, and also by drawing the Assembly's attention to why that decision was taken? Three reasons were given for overturning the intention to close the Welsh language stream there. The third reason was this: to support the vision of the Welsh Government to create a million Welsh speakers by the year 2050. So, for me, this is the first time that we have seen a county council decision overturned or changed because of that target. I welcome that and I just want to expand on what is implicit in that now, particularly in education. If you bear in mind that, of all the Welsh speakers over the age of 65 at the moment, eight in 10 of them learnt Welsh at home, and, of all the Welsh speakers up to the age of 15, two of 10 of them learnt Welsh at home, then you will see the shift that's happened over the generations. Yes, we have retained the language in an incredible way in the modern world, but we have done that by seeing the language transfer from where it was the language of the home, the farm, the chapel, work, and so on, to a situation where the language is largely dependent on education. That's not entirely a bad thing, because there are benefits, as it happens - specific, educational benefits - to bilingualism, and it doesn't matter which two languages that entails. There are additional benefits to being trilingual, of course, but there is strong international evidence that being bilingual enhances skills in maths, in understanding, in interpretation, analytical skills. It's positive that we do have, and are moving towards, a bilingual education system. But it also poses a number of questions on how we're going to get there. So, may I first of all ask the Minister in responding to the debate to tell us where the WESPs are now and the work of Aled Roberts in reviewing those, in order to ensure that they are fit for purpose in terms of this new target of a million Welsh speakers? In that context, I'd like to share with the Assembly some of the things that will need to happen in order to reach that target by 2050.A little over 100,000 pupils receive their education through the medium of Welsh at the moment. To reach a million, there is quite some way to go. It's achievable over 30 years, but there is quite some way to go. For example, if we are to reach a million, then 77.5 per cent of children in Wales will have to have Welsh-medium education by the year 2040. That's why Plaid Cymru argued in our last manifesto for the last Assembly elections that every child needs to receive Welsh-medium education at least in primary school, so the foundations of bilingualism are laid for all children in Wales, and that there would be more options available following that, depending on the area where you live. There needs to be determination in certain areas of Wales. For example, if you dig into those figures, you need to increase the figure from 10 per cent of seven-year-olds in Torfaen to 62 per cent; from 5.6 per cent in Flintshire at the moment to 46.5 per cent. The point of these figures is not to criticise those areas that are falling behind - we hope that they will improve - but to show that we can set meaningful targets by council area, by region, even by school. Then you can measure the outcomes. That's why I'm disappointed that the Government is rejecting this part of the motion that sets out the need for targets and tries to tell a story again. Yes, tell us the story in your amendment, by all means, but we need targets so that we can measure whether this million is achievable, and whether we can do that over 5 years, 10 years or 15 years. These are the kind of figures that we need to do that. I've mentioned the number of children and young people in Welsh-medium education, but we also have to think about the teaching profession. It's true to say that, traditionally, farming and education were the two Welsh speaking workforces in Wales. It's slipped back in both areas to a certain extent, but it's still true to say that one in three teachers in Wales is able to speak Welsh. They don't necessarily teach through the medium of Welsh, but they are able to speak Welsh. So, you have those skills in place. However, the number of Welsh students training to be teachers has fallen to its lowest level for almost a decade and we need to train an additional 3,000 teachers for the primary sector and 2,600 for the secondary sector just to get on track with the million Welsh speaker programme. These are the targets, and this is how we're going to measure whether the Government is on the right track or not.
Welsh: Diolch, Llywydd. Mae'n dda gennyf gefnogi'r cynnig, wrth gwrs, fel y mae, a gwrthod y gwelliannau, er gwaethaf rhai o'r rhesymau sydd wedi cael eu gwneud. A gaf i ddechrau gyda hefyd nodi fy niolchgarwch a bodlonrwydd gyda phenderfyniad Cyngor Sir Powys i gadw'r ffrwd Cymraeg yn yr ysgol yn Aberhonddu, a hefyd tynnu sylw'r Cynulliad at pam y gwnaed hynny? Fe'i rhoddwyd tri rheswm dros wyrdroi'r bwriad y cau'r ffrwd Cymraeg yn Aberhonddu. Y trydydd rheswm oedd hyn: i gefnogi gweledigaeth Llywodraeth Cymru i gael miliwn o siaradwyr Cymraeg erbyn y flwyddyn 2050. Felly, i fi, dyma'r tro cyntaf gweld penderfyniad cyngor sir yn cael ei wyrdroi neu newid oherwydd y bwriad yna. Rwy'n croesawu hynny, ac rydw i jest eisiau ymhelaethu ar beth sydd ymhlyg yn hynny nawr, yn enwedig ym maes addysg. Os ŷch chi'n ystyried bod, o'r holl siaradwyr Cymraeg sy'n dros 65 ar hyn o bryd, wyth o bob 10 ohonyn nhw wedi dysgu Cymraeg ar yr aelwyd, ac, o'r holl siaradwyr Cymraeg sydd hyd at 15, dau o bob 10 ohonyn nhw sydd wedi dysgu Cymraeg ar yr aelwyd, rŷch chi'n gweld y gwahaniaeth sydd wedi digwydd dros y cenedlaethau. Ydym, rydym ni wedi cadw'r iaith mewn ffordd ryfeddol yn y byd modern, mae'n rhaid dweud, ond rydym ni wedi ei wneud ef drwy weld trosglwyddiad o le yr oedd yr iaith yn iaith aelwyd, fferm, capel, gwaith, ac ati, i sefyllfa lle mae'r iaith yn dibynnol, i raddau helaeth iawn, ar addysg. Nawr, nid drwg o beth yn gyfan gwbl yw hynny, achos mae yna fanteision, wrth gwrs, fel mae'n digwydd bod - manteision penodol addysgiadol - o fod yn ddwyieithog, ac nid oes ots pa ddwy iaith yr ŷch chi'n ddwyieithog ynddyn nhw. Mae yna fanteision mwy o fod yn deirieithog, hyd yn oed, ond mae tystiolaeth ryngwladol mor gryf bod bod yn ddwyieithog yn cryfhau sgiliau mathemateg, sgiliau crebwyll, sgiliau dehongli, sgiliau dadansoddi. Mae'n dda o beth bod gyda ni system, ac ein bod ni'n symud at system, addysg ddwyieithog. Ond mae hefyd yn gofyn sawl cwestiwn ynglŷn â'r ffordd rydym ni'n mynd i gyrraedd yna. Felly, a gaf i ofyn yn gyntaf - ? Byddai'n dda gen i glywed gan y Gweinidog wrth ymateb i'r ddadl yma lle mae'r cynlluniau Cymraeg mewn addysg erbyn hyn, a gwaith Aled Roberts yn edrych ar rheini i sicrhau eu bod nhw'n addas ar gyfer y targed newydd yma o filiwn o siaradwyr Cymraeg. Jest i rannu, yn y cyd-destun yna, gyda'r Cynulliad rhai o'r pethau mae'n golygu i gyrraedd y targed o filiwn o siaradwyr erbyn 2050. Ychydig o dan 100,000 sy'n derbyn eu haddysg drwy gyfrwng y Gymraeg ar hyn o bryd. Felly, i gyrraedd miliwn, mae yna dipyn o ffordd i fynd. Mae modd ei wneud e, dros 30 mlynedd, ond mae yna ffordd i fynd. Er enghraifft, er mwyn cyrraedd miliwn, bydd rhaid i 77.5 y cant o blant Cymru gael addysg drwy'r Gymraeg erbyn 2040. Dyna pam roedd Plaid Cymru'n dadlau yn ein maniffesto ni yn etholiad y Cynulliad diwethaf bod angen i bob un plentyn dderbyn addysg Gymraeg yng Nghymru, o leiaf yn yr ysgol gynradd, fel bod seiliau ddwyieithog i bob un plentyn yng Nghymru, ac efallai mwy o ddewis iaith yn dilyn hynny, gan ddibynnu pa ardal rydych chi'n byw ynddo fe. Mae angen ewyllys benderfynol mewn ambell i ardal yng Nghymru. Er enghraifft, os ydych chi'n edrych o dan y ffigyrau yna, mae'n rhaid cynyddu'r ffigwr addysg Gymraeg o 10 y cant o blant saith oed yn Nhorfaen i 62 y cant; o 5.6 y cant yn y Fflint fel y mae hi ar hyn o bryd i 46.5 y cant. Nawr, nid pwynt defnyddio'r ffigyrau hyn yw collfarnu'r ardaloedd sydd ar ei hôl hi - rydw i'n gobeithio y byddan nhw'n gwella - ond i ddangos bod modd gosod targedau, bod modd gosod targedau fesul ardal, fesul cyngor sir, fesul rhanbarth, fesul ysgol, ac mae modd, felly, mesuro. Dyna pam rydw i'n siomedig bod y Llywodraeth yn gwyrdroi ein gwelliant ni yn fan hyn sydd yn gosod allan yr angen am dargedau ac yn ceisio dweud stori eto. Wel, ie, gwerthwch stori ar bob cyfrif, ond fe awn ni am dargedau hefyd, os gwelwch yn dda, fel ein bod ni'n gallu mesuro a ydy'r miliwn yma o fewn cyrraedd mewn pum mlynedd, mewn 10 mlynedd, mewn 15 mlynedd. Dyma'r fath o ffigyrau mae'n rhaid i ni weld yn digwydd. Wrth gwrs, rydw i wedi sôn am nifer y plant a phobl ifanc sy'n derbyn addysg Gymraeg, ond mae'n rhaid meddwl hefyd am y proffesiwn. Mae'n wir i ddweud, efallai, yn draddodiadol, mai ffermio ac addysg oedd y ddau weithlu Cymraeg eu hiaith yng Nghymru. Mae wedi syrthio yn ôl yn y ddau faes, i raddau, ond mae'n dal i fod yn wir bod un o bob tri athro yng Nghymru yn medru'r Gymraeg. Nid ydyn nhw o reidrwydd yn dysgu drwy gyfrwng y Gymraeg, ond yn medru'r Gymraeg. Felly, mae yna sgiliau cynhenid yna. Serch hynny, mae nifer y myfyrwyr Cymraeg sy'n hyfforddi i fod yn athrawon wedi cwympo i'r lefel isaf ers bron i ddegawd, ac mae angen hyfforddi 3,000 o athrawon ar gyfer y sector cynradd a 2,600 o athrawon ar gyfer y sector uwchradd er mwyn jest dechrau ar y cynllun o filiwn o siaradwyr Cymraeg. Dyma'r swmp, dyma'r targedau a dyma'r ffordd rydym ni'n mynd i fesuro a yw'r Llywodraeth ar y trywydd iawn ai peidio.