Whodunnit? Language Interaction In Identification of Senential Subjects In Wales and Patagonia

This study examined Spanish-Welsh (in Patagonia) and Welsh-English (in North Wales) bilingual children\u27s and adults\u27 processing of sentences in which two noun phrases acted as arguments of a verb. The goal was to determine the relative importance of distinct cues to the identification of the subject in the bilinguals\u27 processing of their two languages, and to explore possible crosslinguistic influence between their two languages. We provided speakers with a receptive task in which the participant heard a sentence in the given language and had to identify which of three cartoon depictions on a screen corresponded with the sentence heard. The sentences were constructed to systematically manipulate cues such as word order, prosodic stress, animacy, gender, and case marking. The results suggest some differences in performance between groups, but primarily in Welsh, not in English or Spanish. The results are discussed for their relevance to theories concerning the importance of proficiency, language balance, and acquisitional processes in bilinguals\u27 performance in their two languages

Accessing Welsh during the Covid-19 pandemic: challenges and support for non-Welsh-speaking households.

In response to the Covid-19 pandemic, Welsh Government funded a number of research projects to help understand the impact of the pandemic on learning and teaching in our schools. These projects aimed to identify the factors that affected various key stakeholders’ experiences during the pandemic, and in particular how these factors impacted engagement with and delivery of various aspects of home schooling. In particular, the project presented in this report considered the impact of Covid-19 on learners’ engagement with and/or use of Welsh in both the WelshMedium/bilingual and English-medium sectors, with a specific focus on children attending Welsh-medium schools but living in non-Welsh-speaking households