English: I would just add, Buffy, to what Clive has said, that it's difficult for people who analyse data if it's not clear what they're trying to measure. So, back to the initial point I was making - and I think that, perhaps, is that lack of clarity in terms of what a speaker is, and that then has an impact on the analysis. Clive mentioned there the curriculum; I have been talking about the new school improvement framework and so on. These documents need to speak to each other to collect the sort of information that you're talking about to create the picture of success or not regarding the WESPs. So, we have to work at a truly micro level here to ensure that we have the big picture, namely what exactly are the successes of children on the language pathway in every school, how do we capture, measure and evaluate that, and how do we compare that consistently then across schools, across authorities and regions, so that we then have the national picture. And I would agree that we - . That is, perhaps we need to evolve this work of that language definition. We've been here time after time, but we haven't grasped it at a national level to get that definition. There are always discussions, there is always disagreement and agreement on it, but, if we have a definition, then everybody's in the same boat, working towards a million Welsh speakers. The more we split the pathways, the more difficult it is to bring them together in one piece of work. So, perhaps we lower the bar for some and raise the bar for others. Having one definition, I think, is key for us to be able to really answer the question as to whether we have a million Welsh speakers or not.
Welsh: Buaswn i jest yn ychwanegu, Buffy, at beth mae Clive wedi'i ddweud, ei bod hi'n anodd i bobl sy'n dadansoddi data os nad ydyn nhw'n glir ar y diffiniad o beth maen nhw'n trio'i fesur. Felly, nôl i'r pwynt cychwynnol roeddwn i'n ei wneud - a dwi'n meddwl bod hwnnw, efallai, ydy'r diffyg eglurder o ran beth ydy siaradwr, ac mae hynny wedyn yn effeithio ar y dadansoddi. Mae Clive yn sôn am y cwricwlwm; dwi wedi bod yn sôn am y fframwaith gwella ysgolion newydd ac yn y blaen. Mae'n rhaid i'r dogfennau yma siarad â'i gilydd i gasglu y math o wybodaeth rydych chi'n sôn amdani i greu'r darlun o lwyddiant ai peidio i'r cynlluniau strategol. Felly, rydyn ni'n gorfod gweithio ar lefel wirioneddol meicro yn fan hyn i gael y darlun mawr, sef beth yn union ydy llwyddiannau disgyblion ar y llwybr iaith ym mhob ysgol, sut ydyn ni'n dal, mesur ac yn gwerthuso hynny, a sut ydyn ni'n cymharu hwnna wedyn yn gyson ar draws ysgolion, ar draws awdurdodau a rhanbarthau, fel bod gennym ni'r darlun cenedlaethol wedyn. Ac mi fyddwn i'n cytuno, mae'n debyg, fod gennym ni - . Hynny yw, o bosib, mae angen inni esblygu'r gwaith o'r diffiniad ieithyddol yna. Rydyn ni wedi bod yma dro ar ôl tro ar ôl tro, ond dydyn ni ddim wedi gafael ynddo fo ar lefel genedlaethol i gael y diffiniad yna. Mae yna wastad trafodaethau, mae yna wastad cytundeb ac anghytundeb drosto fo, ond, o gael un continwwm ac un diffiniad, mae pawb wedyn yn yr un cwch, yn gweithio tuag at y miliwn o siaradwyr Cymraeg. Po fwyaf y llwybrau rydyn ni'n eu hollti, rydyn ni wedyn yn ei wneud o'n anodd i ddod â fo at ei gilydd i wneud cyfanwaith. Efallai ein bod ni'n gostwng y bar i rai ac yn codi'r bar i eraill. Mae cael un diffiniad, dwi'n meddwl, yn mynd i fod yn allweddol inni fedru yn wirioneddol ateb y cwestiwn a oes gennym ni filiwn o siaradwyr ai peidio.