English: Thank you very much, Minister, for this statement. I've been saying that there is an unconscious choice of language very often and we need to face up to that if we are to have a successful policy. So, I'm pleased to see this move towards a better understanding of the role of language within the family dynamic. And in looking at the recommendations in the policy, I turn to the second, that family dynamic I mentioned, rather than structural language procurement. I suspect that the 'who' in every family is just as influential as the 'how'. There are a number of recommendations related to further research methodology, and certainly we need a cohort of more than 60 families for this. But is it necessarily a process that you intend to push forward? How do you intend to manage that in a sensitive manner and what have you learnt about the process of working with these 60 families? I was also pleased to see, in the launch of the consultation last year, a recognition that it's the education system that will ensure language procurement, but it doesn't mean that it's necessarily transmitted. The report has said that and I don't want to look at the experiences of learners today, but we could agree, I'm sure, that it's not always been a positive experience for all. And for this current generation of young adults who've had a poor experience of learning Welsh, or who haven't enjoyed their Welsh-medium schooling, what can we tell them now to help them over what may be an emotional barrier? Because it's fine for people like me who have been determined from the very outset that my children should benefit from what I didn't benefit from, namely bilingualism at the time - I was determined in that. But what can you change now in the short term in terms of messaging for new parents who may have a negative outlook on the Welsh language that bilingualism is a virtue and it's particularly pertinent to those learning at home at the moment? Now, teacher training - I'm enthusiastic about hearing more about where the education profession fits in to this from the point of view of the psychology of language transmission, because this strikes me as a case of 'physician heal thyself' on occasion. With far more teachers in schools and colleges with Welsh language skills than are willing to teach Welsh, or to teach through the medium of Welsh, how do you see that specific recommendation in the policy working? And, finally, I was speaking to someone who leads the international language mentoring schemes run by some of our universities in Wales, and she made the point that safe spaces were needed for adults who had some knowledge and skills to make mistakes, and you've just focused on that yourself in your final remarks. The family could be one of those places, and it's just another way of playing with the language - that's what making mistakes is. Playing with the language like this could help children in terms of their language patterns and encourage them to ask questions without criticism, never mind increasing the confidence of adults. So, what is your broader thinking about safe spaces for adults to play with the language outside of the home? And, if possible, I would recommend our policy, and if you'd like to know more, I'm happy to tell you. Thank you.
Welsh: Diolch yn fawr, Weinidog, am y datganiad yma. Rwyf wedi bod yn dweud bod dewis iaith yn ddewis anymwybodol yn aml, yn bersonol iawn, ac yn bownd o barhau er gwaethaf unrhyw bolisi os dydyn ni ddim yn wynebu hynny. Felly, rwy'n falch o weld y symudiad hwn tuag at well ddealltwriaeth o le iaith mewn deinameg deuluol. Ac wrth edrych ar argymhellion y polisi, dwi'n troi at yr ail, y ddeinameg deuluol honno, yn hytrach na chaffael iaith strwythurol. Rwy'n amau bod y 'pwy' ym mhob teulu mor ddylanwadol â'r 'sut'. Mae yna nifer o argymhellion yn ymwneud â methodoleg ymchwil bellach. Yn sicr, mae angen carfan o fwy na 60 o deuluoedd arnoch chi ar gyfer hyn. Ond a yw hi o reidrwydd yn broses ymwthiol sy'n cael ei hawgrymu? Sut ydych chi'n bwriadu rheoli hynny mewn ffordd sensitif, a beth ydych chi wedi'i ddysgu yn barod am y broses o weithio gyda'r 60 o deuluoedd hyn? Roeddwn hefyd yn falch o weld yn lansiad yr ymgynghoriad llynedd gydnabyddiaeth mai'r system addysg sy'n sicrhau caffael sgiliau'r Gymraeg, ond nid yw hynny'n sicrhau ei bod yn cael ei throsglwyddo, ac mae'r adroddiad yn dweud hynny. Dwi ddim am ailedrych ar brofiad dysgwyr heddiw, ond gallwn gytuno nad yw bob amser wedi bod yn un cadarnhaol. Ar gyfer ein cenhedlaeth bresennol o oedolion ifanc sydd wedi cael profiad gwael o ddysgu Cymraeg, neu sydd ddim wedi mwynhau eu hysgol cyfrwng Cymraeg, beth allwn ni ddweud wrthyn nhw nawr i'w helpu nhw dros y rhwystr emosiynol hwnnw, mewn ffordd? Achos mae'n ddigon i bobl fel fi sydd wedi bod yn benderfynol o'r cychwyn cyntaf y dylai fy mhlant i gael yr hyn na drosglwyddodd fy rhieni i fi, sef dwyieithrwydd - roeddwn i am lynu wrtho. Ond beth allwch chi ei newid nawr yn y tymor presennol, yn y neges i rieni newydd gydag amlygiad negyddol i'r Gymraeg fod dwyieithrwydd werth y gwaith caled, ac mae wedi bod yn arbennig o berthnasol i'r rhai sy'n dysgu gartref ar hyn o bryd? Hyfforddiant athrawon - rwy'n chwilfrydig iawn clywed mwy am le mae'r proffesiwn addysg yn mynd i ffitio i mewn fan hyn o safbwynt seicoleg trosglwyddo'r iaith, achos mae hyn yn fy nharo i fel achos o physician heal thyself weithiau. A gyda llawer mwy o athrawon yn ein hysgolion a cholegau sydd â sgiliau Cymraeg nag sy'n barod i ddysgu Cymraeg, neu ddysgu drwy gyfrwng y Gymraeg, sut ydych chi'n gweld yr argymhelliad penodol hwn yn y polisi yn gweithio? Ac, yn olaf, roeddwn yn siarad â rhywun sy'n arwain y cynllun mentora ieithoedd rhyngwladol sy'n cael ei redeg gan rai o'n prifysgolion yng Nghymru ar hyn o bryd, a gwnaeth hi'r pwynt bod angen lleoedd diogel i oedolion sydd â rhywfaint o wybodaeth a sgil i wneud camgymeriadau, ac rŷch chi jest wedi canolbwyntio ar hynny yn eich sylwadau olaf yna. Gall y teulu fod yn un o'r lleoedd hynny, a dim ond ffordd arall o chwarae gyda'r iaith yw gwneud camgymeriadau. Mae chwarae gyda'r Gymraeg fel hyn yn gallu helpu plant â phatrymau iaith a'u hannog nhw i ofyn cwestiynau heb feirniadaeth, heb sôn am godi hyder oedolion. Felly, beth yw'ch meddyliau ehangach am leoedd diogel i oedolion chwarae gyda'r iaith y tu allan i'r cartref? Ac os gallaf, rwyf yn argymell ein polisi ni tipyn bach, os hoffech chi wybod mwy. Diolch.