Mis Medi 2019: Cymru 2-1 Azerbaijan
| Roedd Cymru’n chwarae efo’r un siâp ag arfer – 1-4-4-1-1/1-4-2-3-1 (Hennessey; C. Roberts, Mepham, Rodon, N. Taylor; Allen, Ampadu; Bale, Wilson, James; T. Lawrence). Medrwch chi weld Cymru’n amddiffyn yn eu 4-2-3-1 siâp isod. Roedd Cymru’n presio’n uchel, ceision nhw ddechrau’n gyflym cyn i’r tîm oddi cartref fedru setlo. | Wales played with the same shape as usual – 1-4-4-1-1/1-4-2-3-1 (Hennessey; C. Roberts, Mepham, Rodon, N. Taylor; Allen, Ampadu; Bale, Wilson, James; T. Lawrence). You can see Wales defend in their 4-2-3-1 shape below. Wales pressed high, trying to start quickly before the away team were able to settle. |
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| Ar ôl y gêm, weles i lawer o bobl yn gofyn cwestiynau am Ryan Giggs, oherwydd doedden nhw ddim yn medru gweld y cynllun tactegol. Ond a bod yn deg, dydy fawr o ddim wedi newid yng ngemau Cymru yn 2019. Dydy o ddim yn deg dweud nad oes gan Ryan Giggs gynllun. Yn y blog hwn, dw isio rhoi cip ar gynllun Gymru, ac wedyn byddwch chi’n rhydd i benderfynu sut ydach chi’n teimlo am y cynllun. | After the game, I saw a lot of people ask questions of Ryan Giggs, because they were not able to see the tactical plan. But to be fair, not a lot has changed across the Wales games in 2019. It is not fair to say that Ryan Giggs does not have a plan. In this blog, I want to give an overview of the Wales plan, and then you can feel free to decide how you feel about the plan. |
| Yn aml, mae Cymru’n chwarae allan o’r cefn fel yn y llun isod, efo’r “ballside” (oes ‘na unrhyw un sy’n gwybod ffordd i ddweud hyn yn y Gymraeg?) chwaraewr canol cae fel opsiwn yn fyr am yr amddiffynnwr canol-dde (Chris Mepham yma). Mae hyn yn caniatáu i’r amddiffynnwr de, Connor Roberts, symud uchel yn y sianel ochr dde, ar yr ochr arall i ganol cae Azerbaijan. Ar yr un amser, mae’r chwaraewr canol cae arall yn aros yn y canol ac mae’r amddiffynnwr chwith yn aros yn ôl yn yr hanner gofod chwith. Dw i wedi siarad am hyn mewn blogiau eraill. | Often, Wales play out from the back like below, with the ballside (anyone know a way to say this in Welsh?) centre midfielder as a short option for the right-centre back (Chris Mepham here). This allows the right back, Connor Roberts, to move high in the right channel, on the other side of Azerbaijan’s midfield. At the same time, the other centre midfielder stays in the centre and the left back stays back in the left halfspace. I have spoken about this in other blogs. |
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| Pan mae Joe Allen yn cymryd y bêl a dechrau symud ymlaen, gallwn ni weld beth mae Cymru isio ei neud o’i flaen o yn y llun nesaf. Roedd Allen yn pasio’r bêl i Tom Lawrence, oedd wedi dropio’n fyr, tra mae Gareth Bale yn yr hanner gofod de, ac mae Harry Wilson, fel “10” y tîm, yn yr hanner gofod chwith. Mae Connor Roberts “off-screen” yn y sianel ochr dde, a Daniel James “off-screen” yn y sianel ochr chwith. Dyma enghraifft gyffredin o “positional play” Cymru. | When Joe Allen takes the ball and starts to move forward, we can see what Wales want to do in front of him in the next photo. Allen passed the ball to Tom Lawrence, who has dropped short, while Gareth Bale is in the right halfspace, and Harry Wilson, as the “10” of the team, is in the left halfspace. Connor Roberts is off-screen in the wide right channel, with Daniel James off-screen in the wide left channel. This is an example of Wales’ positional play. |
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| Nesaf, medrwch chi weld enghraifft o batrwm y mae Cymru yn ei ddefnyddio. Mae’r llinell goch yn dangos Joe Allen yn rhedeg ac mae’r llinell werdd yn dangos llwybr y bêl. | Next, you can see an example of a pattern that Wales use. The red line shows the run of Joe Allen and the green lines show the path of the ball. |
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| Tynnais y diagram hwn i ddangos rhan arall o “positional play” Cymru yn y gêm yn erbyn Trinidad a Tobago ym mis Mawrth. Mae’r saethau du yn dangos y bàs i Neil Taylor, sy’n gwneud pàs “in-behind” amddiffynnwr de Trinidad a Tobago am Ryan Hedges. Mae Hedges yn dropio’n ôl cyn rhedeg “in-behind” am y bàs. Roedd Cymru’n defnyddio’r un syniad yn erbyn Slofacia, gyda Ben Davies a Daniel James. Ers hynny, mae timau wedi dysgu a dydyn nhw ddim yn gadael gofod “in-behind” i James ar y chwith. | I drew this diagram to show part of Wales’ positional play in the game against Trinidad & Tobago in March. The black arrows show the pass to Neil Taylor, who makes a pass in-behind the right back of Trinidad & Tobago for Ryan Hedges. Hedges drops back before making the run in-behind for the pass. Wales used this same idea against Slovakia, with Ben Davies and Daniel James. Since then, teams have learned and they do not leave space in-behind for James on the left. |
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| Hefyd, roedd Azerbaijan yn cadw eu hasgellwr de yn uchel i bresio Neil Taylor yn gynnar. Roedden nhw’n chwarae efo dau amddiffynnwr de – un sy’n dilyn Harry Wilson yn hanner gofod chwith Cymru. Oherwydd hyn, roedd amddiffynnwr de arall Azerbaijan yn rhydd i jyst amddiffyn yn erbyn James sy’n dros y llinell glas isod. | Also, Azerbaijan kept their right winger high to press Neil Taylor early. They played with two right backs – one who followed Harry Wilson in the Wales left halfspace. Because of this, the other Azerbaijan right back was free to just defend against James (who is above the blue line below). |
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| Yn y llun blaenorol ac yn y llun nesaf, medrwch chi weld y gofod mawr iawn yn hanner gofod chwith Cymru. Nodwch sut mae Taylor ac Ampadu yn pwyntio at y gofod yn yr ail lun (isod). | In the previous and next, you can see the very large space in the left half space of Wales. Note how Taylor and Ampadu point to space in the second picture (below). |
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| Roedd gan Gymru broblem achos eu bod nhw angen rhywun i symud “goalward” efo’r bêl ar ôl ei derbyn yn yr hanner gofod chwith. Mae Harry Wilson yn hoffi symud efo’r bêl i’r chwith, felly roedd yn syniad da ei swapio fo gyda Jonny Williams, sy’n symud y ffordd arall achos ei fod o’n droed dde. | Wales had a problem because they needed someone to move goalward with the ball after receiving in the left halfspace. Harry Wilson likes to move with the ball to the left, so it was a good move to swap him with Jonny Williams, who likes to move the other way because he is right footed. |
| Diolch am ddarllen y blog. Gobeithio fod e’n glir mod i wedi gwella efo’r iaith Gymraeg -- dw i’n mynd i drio dal ati i neud hynny. Dw i’n erych ymlaen at drafod y gemau yn erbyn Slofacia a Croatia fis nesa… | Thank you for reading the blog. Hopefully, it is clear that I have improved with the Welsh language a I am going to try to continue. Onwards to next month against Slovakia and Croatia… |
Mis Medi 2019: Ynysoedd Faroe & Gogledd Iwerddon
| Roedd tîm Merched Cymru yn dechrau eu taith i EURO 2021 yn gynharach y mis hwn efo gemau yn erbyn Ynysoedd Faroe a Gogledd Iwerddon. Roeddwn i wedi cynhyrfu’n fawr cyn gwylio’r gemau ac yn edrych ymlaen at neud y blog hwn achos bod gan Gymru gyfle gwych i gyrraedd y twrnamaint yn Lloegr yn 2021. | Wales Women started their journey to EURO 2021 earlier this month with games against the Faroe Islands and Northern Ireland. I was excited to watch these matches and do this blog, because Wales have a great chance of reaching the final tournament in England in just under two years’ time. |
| Gêm 1 – Ynysoedd Faroe 0-6 Cymru | Game 1 – Faroe Islands 0-6 Wales |
| Enillodd Cymru’r gêm gyntaf yn dda iawn oddi cartref yn erbyn Ynysoedd Faroe. Hwn oedd y cyfle cyntaf i mi i ddadansoddi tîm merched Cymru ac roedd eu gwylio nhw’n ddiddorol iawn. Heb y bêl, roedd Cymru’n dechrau mewn 1-5-2-3 siâp – gallwch chi weld hwn ar y llun yma. | The first game was a very good win away from home against the Faroe Islands. It was the first chance that I have had to analyse the women’s team and I found them very interesting to watch. Without possession of the ball, Wales played with a 1-5-2-3 shape – you can see this in the photo here. |
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| Ond, pan oedd Cymru’n cael y bêl roedd Sophie Ingle yn symud allan o’r amddiffyniad i chwarae fel “pivot” - i ddefnyddio gair Saesneg- o flaen y ddau amddiffynnwr canol arall. Roedd hon yn un rhan o’r ffordd bod Cymru’n chwarae allan o’r amddiffyniad. Yn yr ail hanner, roedd Hayley Ladd a Sophie Ingle’n swapio rolau. | However, when Wales had the ball, Sophie Ingle moved out of defence to play as a “pivot” – in front of two other centre backs. In the second half, Hayley Ladd and Sophie Ingle swapped roles. |
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| Nesaf, os oedd Loren Dykes yn pasio’r bêl ar draws i Ladd, roedd un o'r ddau chwaraewr canol cae (Angharad James ac Elise Hughes) yn symud rhwng Ladd a’r amddiffynnwr de Rhiannon Roberts. Yn y ddau lun isod, gwelwch ble mae Angharad James (cylch glas) wedi symud, a Sophie Ingle yn dal yn y canol. Achos symud James, mae Rhiannon Roberts yn medru symud ymlaen ar yr ochr dde. Hefyd, mae'n golygu bod Natasha Harding yn medru symud i mewn i’r hanner gofod de yn yr ail lun achos bod James wedi symud allan o’r gofod. Mae’n ddiddorol gwylio achos bod tîm dynion Cymru’n defnyddio’r un syniadau yn aml. | If Loren Dykes passed the ball across to Ladd, one of the two centre midfielders (Angharad James and Elise Hughes) moved between Ladd and the right back Rhiannon Roberts. In the two images below, see where Angharad James (blue circle) has moved to, with Sophie Ingle still in the centre. Because of James’ movement, Rhiannon Roberts is able to move up higher and wider on the right hand side. Natasha Harding is also able to move into the right halfspace in the second photo because of the movement out of this space by James. It is interesting to watch because the Wales men’s team often use the same ideas. |
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| Mae tîm Cymru’n medru chwarae’n hir neu’n fyr – mae pawb yn gyffyrddus ar y bêl a hefyd mae’r tri ymosodwr (Harding, Green a Jones) yn medru cymryd y bêl i draed neu yn yr awyr ac maen nhw’n medru rhedeg y sianeli hefyd. | Wales are able to play long or short – everybody is comfortable on the ball and the three attackers (Harding, Green and Jones) are able to take the ball to feet or in the air, and they are able to run the channels too. |
| Roedd yn ddechrau perffaith i ymgyrch Cymru, gyda chwe gôl dda. Hefyd, roedd yn braf iawn gweld “début” Carrie Jones – mae hi’n 15 oed! Mae gan Ferched Cymru lawer o chwaraewyr ifanc fydd â dyfodol gwych, ac fe fydd y sefyllfa’n gyffrous iawn! | It was the perfect start to the campaign for Wales, with six good goals. It was also very nice to see a “début” for Carrie Jones – she is 15 years old! Wales Women have a lot of young players with great futures so be excited! |
| Gêm 2 – Cymru 2 – 2 Gogledd Iwerddon | Game 2 – Wales 2-2 Northern Ireland |
| Roedd yn siomedig gweld sgôr cyfartal yn y gêm yn erbyn Gogledd Iwerddon, felly dw i ddim yn mynd i ddweud gormod amdani. Roedd Cymru’n chwarae efo’r un siâp ac roedd Gogledd Iwerddon yn chwarae efo “double pivot” (4. McFadden a 10. Furness) pan oedden nhw’n chwarae allan o’r cefn. O achos hyn, roedd yn anodd i ymosodwyr Cymru amddiffyn ac roedd amddiffynnwr de Gogledd Iwerddon (2. Newborough) yn agor yn eithaf aml. Roedd amddiffynnwr chwith Cymru (3. Evans) yn cael lot o waith wrth bresio Newborough ac am yr ail hanner, roedd Ingle yn symud i’r chwith o dri amddiffynnwr Cymru, efallai i helpu Evans. | It was disappointing to draw the game against Northern Ireland so I’m not going to say too much about it. Wales played with the same shape and Northern Ireland played with a “double pivot” (4. McFadden and 10. Furness) when they played out from the back. Because of this, it was hard for Wales’ forwards to defend and the Northern Irish right back (2. Newborough) was open quite often. This gave Wales’ left back (3. Evans) a lot of work pressing Newborough and for the second half Ingle moved to the left of the three Welsh central defenders, possibly to help Evans. |
| Dw i’n hollol ddisgwyl gweld Merched Cymru yn yr EUROs yn Lloegr yn 2021. Dw i wedi trio defnyddio’r blog hwn, fel cyntaf y gyfres, i ddangos sut maen nhw’n chwarae i ryw raddau. Yn eu gêm nesaf, edrych allan am sut mae Cymru’n chwarae allan o’r cefn, a ble mae Sophie Ingle yn dechrau pan fydd y tîm arall yn cael cic gôl hir. Dw i’n gobeithio‘ch bod chi wedi mwynhau’r cyflwyniad i Ferched Cymru. Maen nhw angen ein cefnogaeth, felly cefnogwch nhw a chredwch! | I totally expect to see Wales Women at the EUROs in England in 2021. I have tried to use this blog, as the first in the series, to show parts of how they play. In their next game, look out for how Wales play out from the back, and where Sophie Ingles starts on opposition long goal kicks. I hope you have enjoyed this introduction to the Wales Women’s team. They need our support, so support and believe! |
Mis Mehefin 2019: Croatia & Hungary
| Dw i wedi aros tan i mi fedru edrych yn ôl ar gemau Cymru yn erbyn Croatia a Hwngari ar y cyd. Mae yna lawer o bethau i siarad amdanyn nhw ac yn amlwg mae’n siomedig iawn gweld Cymru’n colli ddwywaith yn yr un wythnos. Mae bob amser yn anodd chwarae yn erbyn Croatia yng Nghroatia a hefyd mae’n anodd chwarae yn erbyn timau gyda momentwm – ac mae gan Hwngari lot o hwn ar hyn o bryd! Clywes i lot o bethau negyddol ar ôl y gemau hyn, ond dw i isio gwneud chwarae teg â Ryan Giggs, y staff a’r chwaraewyr. Yn y blog hwn dw i’n mynd i edrych ar y ddwy gêm. | I have waited until I could look back on both the game against Croatia and the game against Hungary together. There are a lot of things to say about them and obviously it is very disappointing to see Wales lose twice in one week. It is always difficult to play against Croatia in Croatia and it is also difficult to play against teams with momentum – and Hungary have a lot of this at the moment! I have heard a lot of negative things after these games but I want to be fair to Ryan Giggs, the staff and the players. In this blog I will look at both games. |
| Gêm 1: Croatia 2-1 Cymru | Game 1: Croatia 2-1 Wales |
| Dw i ddim isio treulio gormod o amser ar y gêm yn Osijek achos mod i’n hoffi rhai o’r pethau bod Cymru wedi’u trio yn ystod y gêm, a bod yn onest. Mae’n anodd chwarae yn erbyn timau sy’n hoffi cadw’r bêl, ac mewn tywydd poeth hefyd. Dw i’n hollol ddeall pam roedd Cymru wedi newid y ffurfiad [“formation” ?] 1-4-4-1-1 a ddefnyddion nhw fis Mawrth, am ffurfiad yn fwy tebyg i 1-4-3-3 yn Osijek efo Gareth Bale a Daniel James yn barod i ymosod ar yr hanner. Nes i weld Croatia’n chwarae ym mis Mawrth, ac yn erbyn Sbaen y flwyddyn ddiwethaf hefyd – maen nhw’n cael trafferth amddiffyn yn yr hanner gofod. Yn anffodus i Gymru, roedd Croatia wedi newid sut maen nhw’n chwarae allan a fyny’r cae – i helpu nhw i gau’r hanner gofod. Edrychwch ar y llun yma – mae Cymru’n barod yn y ffurfiad 1-4-3-3, ond mae Cefnwr De Croatia yn agos at y dyn sy’n pasio’r bêl. Fydd dim gofod os bydd Cymru’n ennill y bêl. | I don't want to spend too much time on the game in Osijek because to be honest I like some of the things that Wales tried during the game. It is difficult to play against teams who like to keep the ball, and in hot weather too. I totally understand why Wales changed formation from the 1-4-4-1-1 used in March to more of a 1-4-3-3 in Osijek with Gareth Bale and Daniel James ready to attack the halfspaces. I saw Croatia play in March and also against Spain last year - they have trouble defending in the halfspace. Unfortunately for Wales, Croatia had changed how they play out and progress up the pitch to help them close the halfspaces. Look at the photo here – Wales are ready in their 1-4-3-3 but the Croatian right back is close to the man passing the ball. There is no space for Wales should they win the ball. |
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| Rhaid i mi ddweud ei fod yn anodd bod yn bositif o gwbl o ystyried sut y collodd Cymru’r gêm efo’r goliau. Dw i’n synnu ar pa mor agored oedd ochr dde Cymru am y gôl gyntaf. Dw i’n esbonio yn fy mlog Saesneg peldroed.blog) nad ydw i’n siŵr a oedd Will Vaulks yn y lle anghywir neu a oedd system Cymru o ran chwarae’r bêl yn anghywir. Dw i ddim isio deud dim byd negyddol am neb os nad ydw i’n hollol siŵr. | I must say though that it is hard to be positive at all when considering how Wales lost the game with the goals that were conceded. I am surprised at how open Wales’ right side was for the first goal. I explain in my English language blog (at peldroed.blog) that I am not sure whether Will Vaulks is in the wrong place or if Wales’ system when with the ball was wrong. I do not want to say anything negative about somebody if I am not completely sure. |
| Gyda’r ail gôl – dw i ddim yn synnu ar sut y digwyddodd hon. Canolbwynt chwarae Cymru oedd James Lawrence. Felly roedd yn hawdd i Groatia ddysgu ac addasu i hyn. Dw i’n licio timau sy’n chwarae allan ond liciwn i weld mwy o amrywiaeth o ran gwneud hyn yn y dyfodol. | With the second goal – I am not surprised with how this happened. Wales’ build-up play was centred around James Lawrence. It was easy for Croatia to learn and adapt to this. I like teams that play out from the back but I would like to see more variation when doing so in the future. |
| Gêm 2: Hwngari 1-0 Cymru | Game 2: Hungary 1-0 Wales |
| Dw i’n dal yn siomedig efo’r gêm hon achos mod i’n credu i Gymru chwarae’n dda. Doedd Cymru ddim yn chwarae yn y ffordd mae pobl ar Twitter yn meddwl, ond yn y pen draw, dych chi angen cymryd siawnsiau i sgorio. Hefyd, roedd Cymru wedi ildio gôl yn hawdd i ffordd eto [ ?? “off again”. Roedd Cymru wedi chwarae yn y ffurfiad 1-4-4-1-1 (gan newid i’r ffurfiad 1-4-2-3-1 pan gaethion nhw’r bêl) a dw i’n licio’r dacteg hon. Mae Joe Allen ac Ethan Ampadu yn wych wrth chwarae gyda’i gilydd yn y canol, a dw i’n hoffi sut roedd Cymru’n newid lle roedd yr ymosodwyr yn chwarae yn ystod y gêm i greu problemau gwahanol i Hwngari. | I am still disappointed with this game because I believe Wales played well. Wales did not play in the way people on Twitter think they did but, ultimately, you have to take your goal-scoring chances. Also, Wales gave an easy goal away again. Wales played in the 1-4-4-1-1 formation (which changed to a 1-4-2-3-1 with the ball) and I like this setup. Joe Allen and Ethan Ampadu are excellent together in the middle and I like how Wales changed the positioning of their attackers throughout the game to give Hungary different problems. |
| Remember that Hungary are a good team – they are top of the group at the moment. In open play Wales played well but we conceded a goal after changing to a 1-4-2-3-1 when without the ball. I know that “hindsight is a wonderful thing” but a point would have been a good result. | Cofiwch fod Hwngari yn dîm da – maen nhw ar dop y grŵp ar hyn o bryd. Yn ystod y chwarae agored roedd Cymru’n chwarae yn dda, ond nes i ni golli gôl ar ôl newid i 1-4-2-3-1 pryd ni’n heb y bêl. Dw i’n gwybod mai “peth rhyfeddol yw ôl-doethineb” ond byddai pwynt wedi bod yn dda. |
| I am confident that Wales will win their next game against Azerbaijan because their ideas with the ball are clear to see and it will be difficult for Azerbaijan to defend against them. I still believe in this Welsh team. | Dw i’n hyderus bod Cymru yn mynd i ennill yn y gêm nesaf yn erbyn Azerbaijan achos bod y syniadau efo’r bêl yn glir a bydd yn anodd i Azerbaijan amddiffyn yn eu herbyn nhw. Dw i’n credu yn nhîm Cymru o hyd, felly. |
| Sorry but I can’t clearly explain a lot of the things that I want to talk about because I can’t speak good enough Welsh. Having said that, I am going to continue learning and hopefully improve more. Hopefully, this blog will help other learners too! | Mae’n ddrwg gen i na fedra i esbonio rhai o’r pethau dw i isio siarad amdanyn nhw yma’n gliriach, achos nad ydw i’n gallu siarad Cymraeg yn ddigon da. Wedi dweud hynny, dw i’n mynd i barhau i ddysgu, a gobeithio bydda i’n gwella mwy. Gobeithio bydd y blog hwn yn helpu dysgwyr eraill hefyd! |
Oes ‘na unrhyw gamgymeriadau yn y blog? Os oes, wddyn e-bostiwch fi ar lukewilliamsfootball@outlook.com – dw i wastad yn falch o ddysgu. Diolch am ddarllen, gwela i chi ym mis Medi efo’r gemau yn erbyn Azerbaijan a Belarws.
Are there any mistakes in this blog? If so, please email me at lukewilliamsfootball@outlook.com – I am always happy to learn. Thank you for reading, I will see you in September with the games against Azerbaijan and Belarus.
peldroed.blog / lukewilliamspd
Ymwadiad / Disclaimer
Ysgrifennwyd rhai o’r erthyglau 'Dysgwyr' gan bobl sydd eisoes wrthi’n dysgu Cymraeg. Efallai y dewch ar draws rhai camgymeriadau ieithyddol yn y Gymraeg o bryd i’w gilydd.
Some of the 'Learner' articles have been written by those who are still learning Welsh. You may therefore come across some linguistic errors in the Welsh from time to time.
Ceri has been supporting the Welsh diaspora in North America since 2001 through the AmeriCymru site, and has now devised an innovative way to support Welsh learning online- through crosswords. Here, he explains more…
| Oes ar y byd angen cwrs Cymraeg ar-lein arall? Mae’n amlwg ein bod ni’n credu bod hyn yn gywir, er bod llawer o adnoddau ardderchog eisoes ar gael. Wrth ddysgu, dw i wedi defnyddio (a byddwn i’n cymeradwyo) Americymraeg, Say Something In Welsh, Parallel.Cymru o blith eraill. Beth, felly, sy’n sbesial, newydd, neu wahanol am Croeseiriau Cymraeg? Pam dylech chi gael cip arni a dechrau’i defnyddio? | Does the world need another online Welsh language course? Clearly we think that it does even though there are many excellent resources already available. In the course of my own studies I have used (and would recommend) Americymraeg, Say Something In Welsh, Parallel.Cymru amongst others. So what does Croeseiriau Cymraeg bring to the table? What is new about this course and why should you check it out? |
| Falle bydd tipyn bach o gefndir hanesyddol yn ddefnyddiol i chi yma. Cyn i fi allfudo i America, dw i wedi bod yn dysgu’r Gymraeg yng Nghaerdydd wrth ddefnyddio sawl adnodd ar-lein yn ogystal â rhai stafell ddosbarth. Fodd bynnag, pan gyrhaeddais i’r U.D., do’n i’n gwybod fawr o ddim am y Gymraeg. Es i i’r ysgol yn ne-ddwyrain Cymru yn y 70au, a ddysgais i ddim o’r Gymraeg yn yr ysgol. Ddim yr un wers! Pan adawais i’r ysgol ro’n i’n medru’r Lladin yn well na fy iaith fy hunan. Ar ôl i fi ddechrau’r wefan AmeriCymru yn 2008, daeth hi’n gliriach byth i fi fod rhaid i fi wella fy Nghymraeg. Ryw flwyddyn yn ôl nes i benderfynu y byddwn i’n dod yn rhugl dros gyfnod o ddwy flynedd. Cododd y cwestiwn ar unwaith- Beth ddylwn i ‘neud? | A bit of historical background might be useful at this point. Before I emigrated to America in 2001 I had been learning Welsh in Cardiff utilising a number of online and classroom based resources. My knowledge of Welsh was, however, rudimentary when I arrived in the U.S. Having been educated (miseducated?) in south east Wales in the 1970's I was not taught Welsh in school. Not a single lesson! I left with a better command of Latin than I had of my own language. After starting the AmeriCymru website in 2008 it became ever more clear to me that I had to improve my grasp of Welsh and about 12 months ago I committed to becoming fluent over a two year period. The question immediately arose- How should I proceed? |
| Un o’r rhwystrau mwya i ddysgu iaith yw ymrwymiad, neu o leia’ dyna’r broblem fwya yn fy achos i. Dim ond rhy hawdd yw dweud – ‘Dw i wedi penderfynu dysgu’r Gymraeg, a sdim ots da fi faint o amser bydd hyn yn cymryd.’ Dyma agwedd gymeradwy i ddechrau, ond ym mhen tipyn byddwch chi’n dechrau ysu am amserlen a therfyn amser: dyddiad pan fyddwch wedi gorffen eich astudio. Nes i benderfynu trin y broblem ‘ma trwy ‘fy nal fy hunan’. Byddwn i’n mynd i ddysgu’r Gymraeg ar-lein, hynny yw ‘yn gyhoeddus’ dros gyfnod o ddwy flynedd. Nes i benderfynu hefyd groniclo fy natblygiad. Ro’n i’n meddwl gallwn i ddefnyddio hyn i lunio cwrs mynediad i ddysgwyr Cymraeg eraill yn y dyfodol. | One of the biggest barriers to language learning is commitment, or at least it is in my case. It is too easy to say - 'I am determined to learn Welsh and I don't care how long it takes me.' This attitude is all very well to begin with but after a while you begin to crave a schedule and a deadline: a date by which you will have completed your studies. I decided to confront this problem by 'trapping' myself. I resolved to learn Welsh online and in 'public' over a two year period. I further resolved to develop a record of my progress which might serve as an introductory course for future Welsh learners. |
| Er mwyn gweld sut mae hyn yn gweithio’n ymarferol, dylech chi gael cip ar ein tudalen Y Gair Cymraeg Dyddiol sydd ar gael ar AmeriCymru, Facebook a Thrydar. Dyn ni bron â chwpla’r cwrs ‘syml’ a byddwn ni’n ychwanegu llawer o nodweddion newydd ar ôl i ni orffen y rhai sylfaenol. | To see how this works in practice I would advise checking out our Welsh Word of the Day feature which can be found on AmeriCymru, Facebook and Twitter. The 'bare-bones' course is nearing completion and we will be adding many new features once the basics are complete. |
| Sut gall hyn helpu dysgwyr Cymraeg eraill? Yma, byddwn i’n lico disgrifio strwythur a nodweddion y cwrs, fel bydd darllenwyr/dysgwyr yn gallu penderfynu drostyn nhw’u hunain a fydd Croeseiriau Cymraeg yn ddefnyddiol iddyn nhw. | But, how might this be of use to other Welsh learners? At this point I should perhaps describe the course structure and features so that readers/learners can decide whether Croeseiriau Cymraeg is for them. |
| Gyntaf, rhaid dweud mai cwrs dysgu’ch hunan yw hwn. Felly fydd dim rhaid i chi gwrdd â siaradwyr/dysgwyr eraill. Wrth gwrs, mae’n amhosib dod yn rhugl mewn unrhyw iaith heb ymarfer gyda siaradwyr eraill. Yn hyn o beth, dylech chi feddwl am Croeseiriau Cymraeg fel cwrs mynediad sy wedi’i lunio ar gyfer dechreuwyr llwyr. Dyn ni wedi cynnwys ffeiliau sain i‘ch helpu chi gydag ynganu, ond bydd yn rhaid i chi dalu am gwrs ar ryw adeg, yn fwy na thebyg. Wedi’r cwbl, fydd hi ddim yn bosibl dysgu sgiliau sgwrsio wrth eistedd o flaen sgrin. Wedi dweud hynny, os dych chi ddim yn barod eto i ymrwymo â chwrs llawn amser, ac os byddech chi’n lico cael blas ar yr iaith a dysgu geirfa i ddechrau, dylech chi ddarllen ‘mlaen. | Firstly it must be said that the course is for auto-didacts and will not necessarily involve contact with other Welsh speakers/learners. Of course it is impossible to achieve fluency in any language without practising with other speakers. To that extent Croeseiriau Cymraeg should be considered an introductory course which is designed very much with the beginner in mind. Although we have included soundfiles to help with pronunciation a paid course will almost certainly be necessary at some point. After all you cannot develop conversational skills sitting in front of a monitor. If, however, you are not yet ready to commit to a full time course and would like to get a feel for the language and accumulate some vocabulary first, then read on. |
| Mae’r cwrs wedi’i rannu’n bedair adran, a phob un yn cynnwys sawl adran ramadegol fer, a chwe chroesair. Rhan hanfodol o strwythur y cwrs yw’r croeseiriau. Mae i bob un restr geiriau benodol fel y gallwch chi ddysgu geirfa newydd a’ch profi’ch hunan pan fyddwch chi wedi gorffen yr adran. Mae’r atebion ar gael ar-lein, a gallwch chi ddod o hyd iddyn nhw’n hawdd o’r dudalen croesair (byddwch chi’n gallu darganfod y rhestrau geiriau fel hyn hefyd). Mae’n bosibl cwpla’r croeseiriau ar-lein neu, os bydd yn well da chi, trwy’u lawrlwytho nhw a’u datrys fel yn yr hen ddyddiau gan ddefnyddio pensil a phapur. Hefyd mae canllaw ‘Sut i Ddefnyddio’ ar y dudalen gartref i’ch helpu chi i fanteisio ar y cwrs. | The course is divided into four sections each of which consists of a number of short grammar sections and six crosswords. The crosswords are an essential part of the design and each comes with its own associated wordlist so that you can learn new vocabulary and test yourself when you're done. The solutions are posted and can be easily located from the crossword page (as can the wordlists). You can complete the crosswords online or, if you prefer, by downloading them and solving them in the old fashioned way with pen and paper. There is also a fairly comprehensive 'How to Use' guide on the home page to help you get the most out of the course. |
| Rhan Un | Part One |
| Yn yr adran hon, dyn ni’n cyflwyno ychydig ramadeg sylfaenol, yr amser presennol, ayyb, a dechrau dysgu geirfa. | In this section we cover some basic grammar, the present tense etc and start accumulating vocabulary. |
| Rhan Dau | Part Two |
| Yn yr adran hon, dyn ni’n cyflwyno gorchmynion, adferfau, a ffurf seml (gwmpasog) ar yr amser dyfodol. | In section two we cover commands, adverbs and a simple (periphrastic) form of the future tense. |
Yma, dyn ni’n cyflwyno sut i ddweud beth sy wedi digwydd – yr amser amherffaith, yr amser gorberffaith, yr amser perffaith (‘wedi’ a ‘bu’). | Here we delve into the past tense: imperfect, pluperfect, perfect (long and short forms). |
| Rhan Tri | Part Three |
| I gloi, dyn ni’n cyflwyno’r amser dyfodol cryno yn ogystal â sawl pwnc arall. | Finally we tackle the future tense amongst other things. |
| Rhan Pedwar | Part Four |
| Mae popeth yma’n hollol safonol, ond ydy? Wel, byddwn i’n cytuno. Ond, mae sawl nodwedd sy’n gwahanu Croeseiriau Cymraeg oddi wrth gyrsiau ar-lein eraill. Yn enwedig, byddwn i’n gofyn i chi ystyried y canlynol: | All fairly standard right? I would agree but there are a few nuances which separate Croeseiriau Cymraeg from other online courses. In particular I would ask you to note the following: |
| 1. Dyn ni wedi meddwl cryn dipyn am strwythur y cwrs. Mae yna strwythur ynddo, ond ddim gormod. Mae’n wir ein bod ni’n dweud wrthoch chi am (neu’ch annog chi i) ddarllen a meistroli’r adrannau gramadegol gyntaf. Ar ôl hyn, dylech chi ddysgu’r eirfa briodol a neud y profion croesair. Nodwedd bwysicaf y cwrs, fodd bynnag, yw’r brawddegau enghreifftiol a’r lluniau ar y tudalennau cerdyn gair [[??]]. Mae’r rhain wedi’u cysylltu â thudalennau geirfa eraill, ac ag adrannau gramadegol. Felly mae’r darlledwr/dysgwr yn cael ei annog i ‘bori’ yn y cwrs a dod o hyd i’w lwybr ei hunan drwy’r sawl elfen. | 1. A fair amount of thought has gone into the structuring of this course. It IS intended to be structured but only lightly so. Yes, you are instructed/encouraged to read and master the grammar sections first. Subsequently you are enjoined to learn the appropriate vocabulary and take the crossword tests. The main strength of the course is, however, in the sample sentences and pictures on the wordcard pages. These link to other vocabulary pages and grammar sections so that the reader/learner is encouraged to 'browse' the course and navigate their own path through its various components. |
| Felly, mae’n wir bod yna strwythur, ond mae’n hyblyg iawn nes byddwch chi’n gallu’i addasu i siwtio’ch cyflymder neu’ch anghenion dysgu’ch hunan. | So … yes there is structure but nothing so rigid that it cannot be subverted, diverted or adapted to your own pace or learning requirements. |
| 2. Dyn ni wedi meddwl yn galed am eich helpu chi i fagu hyder, ac felly wedi cadw pethau mor syml â phosib, yn enwedig yn yr adrannau cynnar. Er enghraifft: naethon ni benderfynu cyflwyno’r ffurf gwmpasog ar yr amser dyfodol (dwi’n mynd i…) yn gynnar yn y cwrs. O ganlyniad, erbyn diwedd Rhan Dau, bydd dysgwyr yn gallu siarad am bethau’n digwydd yn y presennol ac yn y dyfodol. Hefyd, byddan nhw wedi meistroli’r amser Perffaith fel y byddan nhw’n gallu sôn am bethau sy wedi digwydd, ac wedi gorffen, yn y presennol. | 2. A conscious effort has been made to build confidence by keeping things as simple as possible, particularly in the earlier sections. As an example of this we decided to introduce the periphrastic form of the future tense (dwi'n mynd i....) early on in the course. Consequently by the end of Rhan Dau learners will be able to express themselves with reference to both current and future actions or events. They will also have mastered the Perfect tense so they will be able to refer to events or actions which have been completed in the present . |
| 3. Ar ben hynny oll, wrth gwrs, dyna’r croeseiriau. Dyn ni’n gobeithio y bydd y rhain yn gadael i chi gael hwyl wrth neud y profion, fel bydd y dysgu’n llai o dalcen caled. | 3. Then of course there are the crosswords. These are intended to make test taking a bit more fun and less of a chore. |
| Casgliad | Conclusion |
| I gloi, licwn i ailadrodd y datblygwyd Croeseiriau Cymraeg fel cwrs mynediad i ddechreuwyr llwyr. Gellid hefyd gael ei ddefnyddio i ychwanegu at un o’r cyrsiau mwy sefydlog. | In conclusion I would like to repeat that Croeseiriau Cymraeg has been developed as an introductory course with the absolute beginner in mind. It could also be used as a supplement to one of the more established courses. |
| Yn y bôn, dyn ni’n ei gynnig, yn rhad ac am ddim, i unrhyw un a all gael lles ganddo. Byddwn ni’n ychwanegu cynnwys a nodweddion newydd dros y flwyddyn nesa. Wedi dweud hynny, dw i’n amau na fydd y gwaith byth yn cael ei gwpla i’m boddhad llwyr. | Basically it is being offered, free of charge, to anyone who might benefit from it. New content and features will be added over the next twelve months and it will probably never be finished to my complete satisfaction. |
About the Author
Cafodd Ceri Shaw B.A., P.G.C.E.(F.E.) ei fagu yng Nghaerdydd ac ymfudodd i Unol Daleithiau America yn 2001. Mae e’n gyn-athro, addysgwr oedolion a gwerthwr llyfrau prin ac arbenigol. Dechreuodd Ceri’r wefan AmeriCymru yn 2008 i “hyrwyddo Cymru yn yr UDA” ac i “darparu rhwydwaith cymdeithasol i Gymry, pobl o dras Cymreig a Chymruphiles ar draws y byd”. Mae’r cwrs Croeseiriau Cymraeg wedi’i greu gyda chefnogaeth a chymorth gan sawl siaradwr ac addysgwr.
Ceri Shaw B.A., P.G.C.E.(F.E.) was born in Cardiff and emigrated to the U.S.A in 2001. He is a former teacher, adult educator and rare & specialty book dealer. Ceri started the AmeriCymru website in 2008 to “promote Wales in the U.S.A.” and to “provide a social network for the Welsh, persons of Welsh descent and Cymruphiles all over the world”. The Croeseiriau Cymraeg course has been compiled with the assistance and input of a number of Welsh language speakers and educators.
americymru.net/croeseiriau_cymraeg / americymru
Rhestr Wyddor / Alphabetical List
| advantage | mantais |
| captain | capten |
| centre (player) | canolwr |
| coach | hyfforddwr |
| commentary | sylwebaeth |
| commentator | sylwebydd |
| commit a foul | cyflawni trosedd |
| conversion | trosiad |
| convert | trosi |
| converted try | trosgais |
| crossbar | trawst |
| dead-ball line | y ffin gwsg |
| drop-goal | gôl adlam |
| drop-kick | cic adlam |
| fair play | chwarae teg |
| fair tackle | tacle deg |
| first half | hanner cyntaf |
| flanker | blaenasgellwr |
| fly-half | maswr |
| (the) forty minutes | y deugain |
| forward (player) | blaenwr |
| foul | trosedd |
| front row | rheng flaen |
| full-back | cefnwr |
| full time | terfynol |
| gain an advantage | cael mantais dros |
| gain possession | ennill y meddiant |
| gap | bwlch |
| Grand Slam | Camp Lawn |
| grubber kick | cic bwt |
| half-backs | haneri |
| half time | egwyl |
| halfway line | llinell hanner |
| handling error | cam drafod |
| heel/s (noun) | sawdl/sodlau |
| heel (verb) | sodli |
| home crowd | tyrfa gartref |
| hooker | bachwr |
| home game | gêm gartref |
| hooker/hookers | bachwr/bachwyr |
| impressive performance | perfformiad trawiadol |
| in the lead | ar y blaen |
| infringement | torri |
| injured | wedi ei anafu |
| inside centre | canolwr/canolwyr |
| kick (n) | cic |
| kick (v) | cicio |
| kicker/kickers | cicwr/cicwyr |
| line-out/s | lein/leinau |
| linesman | llumanwr |
| lock | clo |
| loose maul | sgarmes rydd |
| man of the match | seren y gêm |
| match | gêm |
| maul/s | sgarmes/oedd |
| Millennium Stadium | Stadiwm y Mileniwm |
| miss a penalty | methu cic gosb |
| number 8 | wythwr |
| obstruct | rhwystro |
| on for [name] | yn lle [enw] |
| opponent | gwrthwynebydd |
| out of play | yn farw |
| outside centre/s | canolwr/canolwyr |
| outside half/s | maswr/maswyr |
| pass/es | pas/iau |
| penalty/penalties | cosb/cosbau |
| penalty goal | gôl gosb |
| penalty kick | cic gosb |
| penalty try | cais cosb |
| prop | prop |
| referee | dyfarwnr |
| scrum half | mewnwr |
| winger | asgellwr |
Study Aid- the terms on Quizlet
Emyr Davies has been responsible for the Welsh for Adults exams at WJEC since 2001, and he is recognisable to many learners as the person who leads the annual presentation ceremony at the National Eisteddfod‘s Learners Pavilion. Here, he takes us behind the scenes to explain how the qualifications are prepared, and talks about their success in the context of improving and measuring linguistic skills across Europe. WJEC’s work in this field is financially supported by Welsh Government, through Qualifications Wales.
| Prin yw’r bobl sy’n cael eu geni’n llawn uchelgais i weithio ym maes asesu. Bydd rhai (fel fi) yn dod i’r maes ar ôl gweithio fel tiwtor iaith; bydd pobl eraill yn dod i’r maes o gefndir ystadegol, gan fod cymaint o bwyslais ar ddadansoddi data asesu. Does dim llawer o gyfle i gael swyddi yn y maes hwn, felly mae’n anodd i neb wneud gyrfa ohono, heblaw am asesu Saesneg fel ail iaith. | Few people are born with a burning ambition to work in the field of assessment. Some (like me) come to the field after working as a language tutor; others come to the field from a statistical background, as there is currently so much emphasis on analysing assessment data. There aren’t many job opportunities in this field, so it’s difficult for anyone to make a career in it, except in the assessment of English as a second language. |
| Hap a damwain oedd fy mod i wedi cael swydd yn y maes, ar ôl gweithio fel tiwtor Cymraeg i Oedolion am un mlynedd ar ddeg yng Nghaerfyrddin. Dod o gefndir dysgu iaith ydw i – mynd i’r coleg yn Aberystwyth i astudio’r Gymraeg i ddechrau, astudio Ieithyddiaeth yn Nulyn am flwyddyn yn ddiweddarach, cyn dechrau fel Swyddog Arholiadau Cymraeg i Oedolion CBAC yn 2001. Mae’r profiad o ddysgu Cymraeg i bobl eraill a’r cefndir mewn ieithyddiaeth wedi bod yn ddefnyddiol iawn ar hyd yr amser. | It was chance that led me to a job in the field, after working as a Welsh for Adults tutor for eleven years in Carmarthen. I come from a language teaching background – I went initially to college in Aberystwyth to study Welsh, later to study Linguistics in Dublin for a year, before starting as WJEC Welsh for Adults Examinations Officer in 2001. The experience of teaching Welsh to other people and the background in linguistics has always proved very useful. |
| Roedd dau arholiad ar gael cyn i mi ddechrau yn y swydd, sef Defnyddio’r Gymraeg (Canolradd erbyn hyn), a Defnyddio’r Gymraeg: Uwch (yr arholiad Uwch heddiw). Y peth cynta roedd rhaid i mi ei wneud oedd datblygu dau arholiad newydd ar lefelau is a diwygio’r rhai cyfredol, fel bod cyfres o gymwysterau ar gael i’r sector Cymraeg i Oedolion. Nid ar chwarae bach y mae datblygu arholiadau iaith. Mae llawer o benderfyniadau a dewisiadau i’w gwneud, e.e. diffinio’r sgiliau a’r wybodaeth sy’n cael eu hasesu, dewis fformat sy’n mynd i greu digon o dystiolaeth o allu’r ymgeiswyr, pwysoli’r sgiliau, sut mae dadansoddi’r data, hyfforddi’r tiwtoriaid, y cyfwelwyr llafar, y marcwyr, penderfynu ar feini prawf asesu... mae’r rhestr yn ddiddiwedd. Erbyn hyn, mae cyfres o 4 cymhwyster wedi hen ymsefydlu yn y maes: | Two exams existed before I started in the post – Defnyddio’r Gymraeg (now ‘Canolradd’ or Intermediate) and Defnyddio’r Gymraeg: Uwch (today, the Advanced exam). My first task was to develop two new exams at lower levels and reform the current ones, so that we had a series of qualifications for the Welsh for Adults sector. Developing language exams is not a trivial enterprise. Many decisions and choices need to be made, e.g. defining the skills and knowledge which are being assessed, choosing a format which will elicit enough evidence of the candidate’s ability, weighting of skills, how to analyse the data, training tutors, interlocutors, the raters, deciding on assessment criteria... the list is endless. By today, a series of 4 qualifications are well established in the field: |
| Defnyddio’r Gymraeg: Mynediad A1 Defnyddio’r Gymraeg: Sylfaen A2 Defnyddio’r Gymraeg: Canolradd B1 Defnyddio’r Gymraeg: Uwch B2 | Defnyddio’r Gymraeg: Mynediad A1 (Entry) Defnyddio’r Gymraeg: Sylfaen A2 (Foundation) Defnyddio’r Gymraeg: Canolradd B1 (Intermediate) Defnyddio’r Gymraeg: Uwch B2 (Advanced) |
| Mae tua 1,400-1,500 o ymgeiswyr yn dewis sefyll un o’r arholiadau yma bob blwyddyn. Fel y gellir disgwyl, mae mwy’n sefyll yr arholiadau ar lefelau is (Mynediad a Sylfaen) na’r lleill. Dewis sefyll, sylwer... does dim llawer yn sefyll arholiad am fod rhaid iddyn nhw wneud. Yn ôl yr adborth sy’n dod gan ymgeiswyr, y ddau brif reswm dros sefyll unrhyw un o’r arholiadau yw (a) gosod nod, a (b) mesur cynnydd. Mae hyn ychydig yn wahanol i lawer o arholiadau eraill, e.e. arholiadau ysgol neu arholiadau iaith mewn gwledydd eraill, lle bydd ymgeiswyr yn sefyll arholiad er mwyn cael mynediad i rywbeth arall, e.e. swydd, prifysgol, dinasyddiaeth ac yn y blaen. | Approximately 1,400-1,500 candidates choose to take one of these exams every year. As might be expected, more take the exams at the lower levels (Mynediad and Sylfaen) than the others. Choose to take, notice... very few sit any of these exams because they have to do so. According to the feedback provided by candidates, the two main reasons for sitting any of the exams are (a) to give something to aim for, and (b) to measure progress. This is rather different to many other exams, e.g. school exams or language exams in other countries, where candidates take an exams in order to gain entry into something else, e.g. a job, university, citizenship and so on. |
| Mae dysgwyr Cymraeg fel arfer yn dewis sefyll arholiad pan fyddan nhw’n barod i wneud hynny, am resymau mwy personol. Mae’r arholiadau’n adlewyrchu anghenion dysgwyr yn y sector Cymraeg i Oedolion, e.e. mae pwyslais mawr ar ‘siarad rhyngweithiol’ fel sgìl, ac ar draws y lefelau rhoddir y rhan fwyaf o’r marciau (70% fel arfer) am Siarad a Gwrando. Creu siaradwyr newydd yw cenhadaeth maes Cymraeg i Oedolion, ac mae’r arholiadau’n cefnogi’r genhadaeth honno. | Welsh learners usually choose to sit an exam when they’re ready to do do, for more personal reasons. The exams reflect the needs of learners in the Welsh for Adults sector, e.g. there’s great emphasis on ‘spoken interaction’ as a skill, and across the levels, most of the marks (usually 70%) are awarded for Speaking and Listening. The mission of the Welsh for Adults enterprise is to create new speakers, and the exams support that mission. |
| Wrth gwrs, mae rhai tiwtoriaid yn amheus o asesu, gan feddwl ei fod yn llyncu amser dysgu go iawn ac yn gwthio’r dulliau dysgu i gyfeiriadau anghywir. Rhan o’m gwaith i fu argyhoeddi tiwtoriaid fod arholiadau’n gallu cael effaith gadarnhaol ar y dysgu ac ar y dysgwyr. Mae digon o dystiolaeth ar gael bellach o effeithiau pellgyrhaeddol asesu o ansawdd uchel, a gobeithio bod cyfres Defnyddio’r Gymraeg yn creu adlif cadarnhaol ym maes Cymraeg i Oedolion. | Of course, some tutors are suspicious of assessment, think that it devours real teaching time, and pushes teaching methods in wrong directions. A part of my work was to persuade tutors that exams can have a positive effect on learning and learners. There is now plenty of evidence of the far-reaching effects of high quality assessment, and I hope that the Defnyddio’r Gymraeg series produces positive backwash in the Welsh for Adults field. |
| Mae’r gair ‘ansawdd’ yn arwain at agwedd arall o’m gwaith, sef ALTE. Un o ofynion y swydd o’r dechrau oedd sicrhau bod CBAC yn dod yn aelod o’r Gymdeithas i Brofwyr Ieithoedd yn Ewrop neu ALTE. Mae 25 o ieithoedd Ewropeaidd yn cael eu cynrychioli yn ALTE, a 33 o sefydliadau, gan gynnwys yr ieithoedd ‘mawr’ fel Saesneg, Almaeneg a Ffrangeg ac ieithoedd ‘llai’ fel y Gymraeg, Basgeg a Gwyddeleg. | The word ‘quality’ leads to another aspect of my work, which is ALTE. One of the job requirements from the outset was to ensure that CBAC-WJEC would become a member of the Association of Language Testers in Europe, or ALTE. There are 25 European languages represented in ALTE, and 33 organisations, including the ‘bigger’ languages such as English, German and French, and ‘smaller’ languages, like Welsh, Basque and Irish. |
| I fod yn aelod o ALTE, mae’n rhaid i unrhyw sefydliad ddangos ei fod yn cwrdd â safonau ansawdd uchel – safonau’n ymwneud â llunio’r profion, gweinyddu a logisteg, marcio a graddio, dadansoddi’r profion a chyfathrebu â rhanddeiliaid. Wedyn, mae ALTE’n trefnu archwiliad neu ‘awdit’ o’r safonau i gyd, a rhaid i’r sefydliad ddangos tystiolaeth ei fod yn cwrdd â nhw. Mae ALTE’n gwneud pethau eraill hefyd, gan gynnwys grwpiau sy’n canolbwyntio ar bwnc penodol, cynadleddau rhyngwladol ond yn bwysicach na hynny, mae’n gyfle i drafod â phobl eraill sydd ym maes asesu. Er bod cyd-destunau ieithoedd eraill a gwledydd eraill yn wahanol iawn i’w gilydd, mae llawer o’r un heriau yn ein hwynebu fel aseswyr ieithoedd. | To become a member of ALTE, any organisation must show that it can meet high quality standards – standards involving test construction, administration and logistics, marking and grading, analysing tests and communicating with stakeholders. Then, ALTE organises an ‘audit’ of all the standards and the organisation must provide evidence that it can meet them. ALTE is involved in other activities as well, including Special Interest Groups, international conferences, but more importantly, it’s an opportunity to discuss with others working in the assessment field. Although the contexts of other languages and other countries are very different, many of the same challenges face us as language testers. |
| Un her sydd ddim yn effeithio ar y Gymraeg ond sy’n achosi llawer o bryder i aelodau ALTE ar draws Ewrop yw profion iaith ar gyfer mewnfudwyr. Mae tuedd gynyddol i wladwriaethau ddefnyddio profion iaith at ddibenion gwleidyddol, a’u defnyddio fel esgus i wahardd mewnfudwyr. Mae llawer o’r sefydliadau’n cael eu rhoi mewn lle anodd yn aml, ond safbwynt ALTE yw pwysleisio pwysigrwydd ansawdd yr arholi – fod y prawf yn ddilys, yn ddibynadwy, yn deg ac yn ateb anghenion yr ymgeiswyr. Gall fod canlyniadau difrifol i unigolion nad ydynt yn llwyddo, felly maen nhw’n arholiadau sy’n newid bywydau pobl. | One challenge which doesn’t affect Welsh, but is a cause of much concern for ALTE members across Europe is the provision of language tests for immigrants. There’s a marked increase in countries using language tests for political ends, and using them as an excuse to exclude immigrants. Many organisations are often put in difficult situations, but ALTE’s position is to emphasise the need for quality in testing – that the test is valid, reliable and fair, and that it meets the needs of candidates. There may be serious consequences for individuals who don’t pass, so they may be tests which change people’s lives. |
| Nid oes y fath bwysau ar arholiadau Cymraeg i oedolion, ond wrth gwrs, i’r sawl sy’n eu sefyll maent yn golygu llawer iawn, ac yn ffrwyth buddsoddiad enfawr o ran amser ac arian. Felly, yr un yw’r cyfrifoldeb arnon ni i ddarparu arholiadau o ansawdd uchel. | The same high stakes don’t apply for the Welsh for Adults exams, but of course, for those taking them, they mean a great deal and are the result of a huge investment in time and money. Therefore, we have the same responsibility to provide high quality exams. |
| Un o’r pethau y mae ALTE’n gofyn amdano gan ei aelodau yw tystiolaeth o gysylltiad â’r fframwaith. Os ydych chi’n honni bod eich arholiad chi’n perthyn rywsut i fframwaith, rhaid dangos tystiolaeth o hynny. Y fframwaith y mae pobl ar draws Ewrop (a thros rannau eraill o’r byd) yn cyfeirio ato yw’r CEFR, sef y Common European Framework of Reference. Dyma o ble daw’r ‘labeli’ a ddefnyddiwyd i gyfeirio at y lefelau uchod - A1, A2, B1 a B2. Fframwaith i gyfeirio ato yw’r CEFR, nid rhywbeth y mae’n rhaid i ddatblygwyr arholiad gydymffurfio ag ef. | One of the ALTE requires of its members is evidence of a link to a framework. If you claim that your exams are linked somehow to a framework, evidence must be provided. The framework which people across Europe (and other parts of the world) refer to is the CEFR, or the Common European Framework of Reference. This is where the ‘labels’ used above to refer to the levels come from – A1, A2, B1 and B2. The CEFR is a framework of reference, not something that test developers must conform to. |
| Hynny yw, anghenion y dysgwyr ddylai ddod yn gyntaf, nid dilyn gofynion fframwaith yn slafaidd. Nid yw’n fframwaith ar gyfer un iaith benodol. Mae’r pwyslais ar ddisgrifio’r hyn y mae dysgwr unrhyw iaith (yn bennaf oedolion) yn gallu ei wneud ar lefelau gwahanol. Ceir nifer fawr o ddisgrifiadau ar ffurf datganiadau cadarnhaol yn dweud beth mae’r dysgwr nodweddiadol yn gallu ei wneud o nifer o safbwyntiau gwahanol. Ymhlith pethau eraill, mae’r fframwaith yn erfyn defnyddiol i helpu pobl sy’n datblygu arholiadau, ac sy’n rhoi meincnod cyffredin i ddefnyddwyr ar draws Ewrop. Felly, mae’r labeli cyffredinol hyn yn golygu rhywbeth, lle cynt roedd termau fel ‘Canolig’, ‘Dechreuwyr’, ‘Lefel 1’ ddim yn golygu pethau gwahanol ar draws cyd-destunau gwahanol. Nid yw perthyn i fframwaith fel hwn yn nod ynddo’i hun: gwerth perthynu â’r fframwaith yw gwella ansawdd, cryfhau statws yr arholiadau ac, yn anuniongyrchol, statws y Gymraeg. | In other words, the learners’ needs should come first, and not follow the framework requirements blindly. It isn’t a framework for one specific language. The focus is on describing what the learner of any language (primarily adults) can do at different levels. There are are a large number of descriptors in the form of positive statements which say what a typical learner can do at a certain level, from different viewpoints. Amongst other things, the framework is a useful tool to help exam developers, and which gives users across Europe a common benchmark. The level labels mean something, whereas terms like ‘Intermediate’, ‘Beginners’, or ‘Level 1’ mean different things in different contexts. Being linked to a framework such as this is not an end in itself: the value of linking is to improve quality, strengthen the status of the exams, and, indirectly, the status of Welsh. |
| Mewn rhai cyd-destunau, mae asesu ffurfiol da yn dyngedfennol. Er enghraifft, Saesneg yw iaith rheolwyr traffig awyr a pheilotiaid, a chorff y CAA (Civil Aviation Authority) sy’n gyfrifol am yr arholiadau Saesneg iddyn nhw. Ymddangosodd adroddiadau yn y wasg yn Ebrill 2017 yn sôn am ddiffygion iaith rhai peilotiaid a’r peryglon a oedd yn dod yn sgil hynny. Pennawd yr Independent ar y pryd oedd Poor Spoken English Skills among Pilots Could Lead to Air Disasters. Mewn achosion fel hyn, does ond gobeithio bod yr arholiadau iaith o’r safon uchaf, a’r trothwy llwyddo yn uchel iawn. | In some contexts, good formal assessment is critical. For example, the language of international air traffic control and airline pilots is English, and the CAA (Civil Aviation Authority) is responsible for their English tests. Reports appeared in the press in April 2017 about the language deficiencies of some pilots, and the ensuing dangers. The headline in the Independent at the time was Poor Spoken English Skills among Pilots Could Lead to Air Disasters. In cases like these, we can only hope that the language tests are of the highest quality and the pass mark is very high. |
| Felly, mae asesu’n bwysig. Mae pob tiwtor da’n asesu’n anffurfiol drwy’r amser, gan adnabod beth sydd angen sylw, rhoi adborth a chynnig ffyrdd o wella. Fodd bynnag, mae angen asesu ffurfiol a chymwysterau ffurfiol hefyd. Asesu o’r math hwn sy’n gyrru newid, sy’n tanio cymhelliant ac sy’n rhoi gwerth a statws i’r maes cyfan. Fel dywedodd un ymgeisydd mewn holiadur adborth: ‘Roedd pobl yn fy nghymryd i o ddifri fel dysgwr pan o’n nhw’n gwybod mod i’n sefyll arholiad yn yr iaith.’ | So assessment is important. Every good tutor assesses informally all the time, identifying what needs attention, giving feedback and offering means of improvement. However, formal assessment and formal qualifications are needed as well. This type of assessment drives change, fires motivation and gives value and status to the whole field. As one candidate said in a feedback questionnaire: ‘People took me seriously as a learner when they knew I was taking an exam in the language.’ |
| Mae’r union ffaith fod arholiadau i gael, a bod rhywun yn barod i ymroi i sefyll arholiad ffurfiol ynddo’i hun yn cryfhau cymhelliant, ac yn rhoi statws a hygrededd i’r broses ddysgu ac i’r gwaith o ddysgu Cymraeg i Oedolion yn gyffredinol. Mae’n dangos ein bod ni o ddifri fel maes. Byddai’n dda pe bai mwy o gyflogwyr a sefydliadau eraill yn cymryd y gwaith o ddifri hefyd. Ychydig iawn o swyddi sy’n gofyn am gymhwyster yn y Gymraeg fel rhaganghenraid yn y sectorau cyhoeddus. Pe baen ni’n gwneud hynny, byddai ein dosbarthiadau Cymraeg i Oedolion ni’n orlawn, a bydden ni gam yn nes at gael miliwn o siaradwyr Cymraeg erbyn 2050. | The very fact that exams exist, and that someone is willing to commit to taking a formal exam in itself reinforces motivation, and gives status and validity to the learning process and to teaching Welsh for Adults generally. It shows that we take our work seriously. It would be good if more employers and organisations took our work seriously as well. Few jobs ask for a qualification in Welsh as a prerequisite in the public sectors. If this were done, our Welsh for Adults classes would be overflowing and we would be a step closer towards achieving a million Welsh speakers by 2050. |
Mae’r union ffaith fod arholiadau i gael, a bod rhywun yn barod i ymroi i sefyll arholiad ffurfiol ynddo’i hun yn cryfhau cymhelliant, ac yn rhoi statws a hygrededd i’r broses ddysgu ac i’r gwaith o ddysgu Cymraeg i Oedolion yn gyffredinol.
wjec.co.uk/qualifications/welsh-for-adults
Mae miloedd o ddysgwyr yn mynychu cyrsiau Cymraeg i Oedolion ledled y wlad, ond nid pob un ohonom ni sy'n gwybod sut y cychwynnodd y dosbarthau, eu fformat, a'u philosophi. Yn rhyfeddol, yn Israel mae gwreiddiau'r cyrsiau, yn y dulliau wedi'u defnyddio i adfywio'r Hebraeg. Arbenigydd mewn dwyieitheg yw Lynda Pritchard Newcombe, a ysgrifennodd ei hymdriniaeth ar gyfer y radd o Feistr mewn Addysg ar y pwnc o WLPAN. Yma, mae'n esbonio rhagor...
Thousands of learners attend Welsh for Adults courses throughout the country, but not all of us know how the classes, their format and philosophy began. Surprisingly, the courses are rooted in Israel and the methods used to revitalise Hebrew. Lynda Pritchard Newcombe, an expert in bilingualism whose Masters of Education dissertation topic was WLPAN, explains more...
| Dyled Cymru i Israel Un dydd pan oedd Deborah ac Eliezer yn cerdded i lawr un o strydoedd cul Caersalem yn siarad Hebraeg stopiodd dyn nhw. Wrth dynnu ar lewys y newyddiadurwr ifanc, gofynnodd e yn Iddeweg: | Wales’ Debt to Israel One day when Deborah and Eliezer were walking down one of Jerusalem's narrow streets, talking in Hebrew, a man stopped them. Tugging at the young journalist's sleeve, he asked in Yiddish: |
| “Esgusodwch fi, syr. Beth yw’r iaith mae’r ddau ohonoch chi’n siarad?” “Hebraeg,” atebodd Eliezer. “Hebraeg! Ond dydy pobl ddim yn siarad Hebraeg. Iaith farw yw hi.” “Dych chi’n anghywir, fy nghyfaill i,” atebodd Eliezer yn frwd. “Rwy’n fyw. Mae fy ngwraig yn fyw. Rydym ni’n siarad Hebraeg. Felly, mae’r iaith Hebraeg yn fyw.” | "Excuse me, sir. That language you two talk. What is it?" "Hebrew", Eliezer replied. "Hebrew! But people don't speak Hebrew. It's a dead language!" "You are wrong, my friend," Eliezer replied with fervour. "I am alive. My wife is alive. We speak Hebrew. Therefore, Hebrew is alive." |
| Yn ôl Ethnologue, mae’r iaith Hebraeg yn cael ei siarad gan tua 4 miliwn o bobl yn Israel ac iaith bywyd cyhoeddus yw hi bellach. Mae’r ffigur hwn yn cynnwys siaradwyr iaith gyntaf yn ogystal â rhai sy wedi dysgu Hebraeg fel ail iaith i raddau gwahanol o hyfedredd. Roedd y sefyllfa yn hollol wahanol ar ddiwedd y ddeunawfed ganrif, pan roedd bron pawb yn derbyn bod Hebraeg wedi marw fel iaith lafar dros 1,500 o flynyddoedd yn ôl. Gweledigaeth a dyfalbarhad un dyn cychwynnodd y symudiad ac achosodd y trawsffurfiad hwn Eliezer Ben-Yehuda (1858 – 1922), Iddew Pwyleg o Lithwania a ymgartrefodd yng Nghaersalem yn 1881. | According to Ethnologue, Hebrew is spoken by about 5 million people in Israel and is now the language of public life. This figure includes native language speakers and those for whom it is a second language learned to varying degrees of proficiency. The situation was completely different at the end of the nineteenth century when it was almost universally accepted that the Hebrew tongue had died as a spoken language over 1,500 years previously. The vision and determination of one man began the movement which effected this transformation- Eliezer Ben-Yehuda (1858-1922), a Polish Jew from Lithuania who settled in Jerusalem in 1881. |
| Ym 1994 rhoddodd Chris Rees, a ddaeth yn adnabyddus fel Tad yr WLPAN, deyrnged i ddyfalbarhad Ben-Yehuda o ran creu Hebraeg cyfoes ac i’w arwyddocâd i Gymru. | In 1994 Chris Rees, who became known as Tad yr WLPAN, paid tribute to Ben-Yehuda's perseverance in creating contemporary Hebrew and his significance to Wales: |
| O edrych ar hanes yr Hebraeg yn yr ugeinfed ganrif mae dyn yn sylweddoli nad yw geiriau fel 'byw' a 'marw' i'w deall yn llythrennol pan maen nhw'n cyfeirio at ieithoedd. Metafforau ydyn nhw a metafforau digon arwynebol. Nid rhywbeth fel coeden neu aderyn yw iaith. Does dim tranc anochel yn ei haros. Nid iaith farw felly oedd yr Hebraeg oherwydd nid marw y mae ieithoedd. Camp Ben-Yehuda oedd gweld hyn. "Heddiw rydym yn siarad ieithoedd eraill," meddai. "Fory byddwn yn siarad Hebraeg." | A glance at the history of Hebrew in the twentieth century makes one realise that the words 'living' and 'dead' are not to be taken literally when referring to languages. They are metaphors and indeed quite superficial metaphors. A language is not like a tree or a bird awaiting its inevitable demise. Hebrew was therefore not a dead language, as languages do not die. Recognising this fact was Ben-Yehuda's great feat. "Today we speak other languages" he said. "Tomorrow we will speak Hebrew." |
| Ond nid dim ond gweld a wnaeth. Gweithredodd. Profwyd fod modd dod ag unrhyw iaith o'r cysgodion i ganol prif lifeiriant bywyd cyfoes a'i defnyddio'n gyfrwng popeth. Rhaid dysgu peidio â dibynnu ar ieithoedd eraill, dyna'r cyfan. Mater o benderfyniad ac ewyllys yw. Dyna arwyddocâd Ben-Yehuda i Gymru. | However, he did not stop at recognition. He took action. He showed that it is possible to rescue any language out of obscurity into the centre of the main stream of contemporary life and use it for everything. It is simply a question of learning not to depend on other languages, that's all. Willpower and resolution are all that are required. That's the significance of Ben-Yehuda for Wales. |
| Mae cysylltiad petrus rhwng adfywiad yr iaith Hebraeg a Chymru yn bodoli. Pan roedd Ben-Yehuda’n fyfyriwr yn Dűnaburg cafodd Daniel Deronda, nofel olaf George Eliot ei chyhoeddi. Mae’r nofel yn disgrifio Iddew yn ailddarganfod ei wreiddiau, ac yn dysgu iaith ei wlad; daeth y stori hon yn ysbrydoliaeth i Ben-Yehuda pan roedd e’n ifanc. Roedd Lewis Valentine wastad yn awyddus i ddangos y cysylltiad rhwng Ben-Yehuda a Chymru. Sylwodd e ym 1952: | A tentative link existed between the revival of the Hebrew language and Wales. When Ben-Yehuda was a student in Dünaburg, George Eliot's last novel, Daniel Deronda, was published. The novel describes a Jew who rediscovers his roots and learns the language of his country; the story became young Ben-Yehuda's inspiration. Lewis Valentine, always eager to show the connection between Ben-Yehuda and Wales commented in 1952: |
| "Y mae'n ddiddorol cofio mai'r llyfr hwn a ysgrifennodd George Eliot, oedd a'i gwreiddiau yn Llaneurgain, Sir Fflint, a roes nerth i Ben-Iehwda i ymlafnio ac ymlafurio i edfryd yr Hebraeg i Balestina, a llwyddo! Pwy a ddyry y Gymraeg drachefn ar dafod y plant yng Nghwm Rhondda!" | "It's interesting to note that this book written by George Eliot whose roots were in Llaneurgain, Flintshire, strengthened Ben-Yehuda to strive and toil to restore Hebrew to Palestine and succeed! Who will put Welsh back on to the children's tongues in the Rhondda Valley?" |
| Ar ôl i Ben-Yehuda a’i wraig ymsefydlu yn y wlad sydd Israel bellach cynyddodd y nifer o siaradwyr Hebraeg yn hynod o gyflym. Ar ôl iddo fe ymchwilio ynganiad Hebraeg yn y Dwyrain Canol daeth Beh-Yehuda o hyd i uchelgais ei fywyd sef adfywio Hebraeg ar lafar a chyflwyno ei defnydd i fywyd bob dydd. Nid dim ond yn ei chyd-destunau diwylliannol a chrefyddol yn unig byddai’n cael ei defnyddio o hyn ymlaen. | The increase in Hebrew speakers in what is now Israel was remarkably rapid after Ben-Yehuda and his wife settled there in 1881. After researching Hebrew pronunciation in the Middle East, Ben-Yehuda made it his life's ambition to revive spoken Hebrew and introduce its use into daily life, no longer to be used merely in its traditional cultural and religious contexts. |
| Ei gartref ei hun oedd targed cyntaf ei ymdrech. Ar ôl i enedigaeth eu plentyn cyntaf ym 1882 penderfynon nhw byddan nhw’n siarad dim ond yr iaith Hebraeg gartref. Felly daeth ei fab y plentyn cyntaf ers dros 1500 o flynyddoedd i siarad Hebraeg fel mamiaith. Er gwaethaf amheuaeth a gwatwar o sawl cwr, gwnaeth teuluoedd eraill yr un peth ac o ganlyniad rhai o’r ysgolion cynradd addysgodd trwy gyfrwng yr Hebraeg ddiwedd y 1880au. Ym 1921 cafodd Hebraeg ei chydnabod fel un o’r tair iaith swyddogol ym Mhalestina, yn ogystal â Saesneg ac Arabeg. Erbyn 1925 roedd Prifysgol Caersalem yn defnyddio Hebraeg fel cyfrwng addysgu a sefydlwyd academi i greu termau yno. Roedd Ben-Yehuda yn gweithio ar y geiriadur Hebraeg modern cyntaf ac roedd Shalom Abrahamovitch yn ysgrifennu barddoniaeth gyfoes yn yr Hebraeg. Erbyn 1950 roedd 90% o addysg Israel drwy gyfrwng yr Hebraeg, cafodd papurau dyddiol eu sefydlu yn yr Hebraeg a chafodd llawer o lyfrau modern eu cyfieithu i’r Hebraeg. | His own home was the first target in his campaign. Following the birth of their first child in 1882, they decided that the Hebrew language alone would be spoken in the home. Thus his son became the first child for over 1,500 years with Hebrew as his mother tongue. Despite scepticism and derision from many quarters, other families followed suit so that in the late 1880s some primary schools taught through the medium of Hebrew. By 1906 some secondary schools emerged. In 1921 Hebrew was recognised as one of three official languages in Palestine alongside English and Arabic. By 1925, Hebrew was being used as the teaching medium at the University of Jerusalem, where an academy was established to create modern terms. Ben-Yehuda was working on the first modern Hebrew dictionary and Shalom Abrahamovitch was writing contemporary poetry in Hebrew. By 1950 90% of Israel's education was in Hebrew, daily newspapers were founded in Hebrew and many modern books were translated into the Hebrew tongue. |
| Cynhaliwyd cyfrifiad ar ôl i Israel gael ei hailffurfio’n wladwriaeth ym 1948. Dangosodd fod 80% o’r boblogaeth yn gallu siarad Hebraeg ac 54% oedd yn ei defnyddio hi yn eu bywydau bob dydd. O gofio bod yn ystod y 1880au dim ond un teulu oedd yn siarad yr Hebraeg roedd hyn yn ddatblygiad syfrdanol. | A census taken just after Israel was reconstituted as a state in 1948 revealed that 80% of the population could speak Hebrew and 54% used it in everyday life. Considering that in the 1880s only one family spoke Hebrew this was astounding progress. |
| Pan ddechreuodd Ben-Yehuda hybu’r Hebraeg yn Israel yn yr 1880au roedd y dull uniongyrchol yn dechrau ennill credadwyaeth ym myd dysgu ieithoedd. Datblygodd y dull uniongyrchol fel ymateb i’r fethodoleg draddodiadol wedi’i seilio ar ramadeg a chyfieithu. Roedd hon yn parchu astudiaeth fanwl rheolau gramadegol, yn pwysleisio cyfieithu brawddegau’n gywir, ac roedd wastad yn defnyddio mamiaith y myfyriwr fel cyfrwng dysgu. Ymosododd arloeswr cynnar y dull uniongyrchol, o’r enw Viëtor, ar ddulliau traddodiadol gan nad oedden nhw’n werthfawr na boddhaol i’r rhan fwyaf o fyfyrwyr. Der Sprachunterricht muß umkehren (rhaid i ddysgu iaith newid ei methodoleg) oedd ei gri e. Roedd e’n credu y dylai dysgu ieithoedd fod yn hwyl ac y dylai ddod â synnwyr o lawenydd a chyflawniad yn ei sgil. | When Ben-Yehuda began promoting Hebrew in Israel in the 1880s the direct method was beginning to gain credibility in language teaching. Direct methodology evolved as a reaction to the traditional grammar-translation methodology which revered detailed study of grammar rules, emphasised accurate translation of sentences and always maintained the student's native language as a medium of instruction. An early direct methodology pioneer, Viëtor, attacked traditional methods as neither rewarding nor satisfying for most students. Der Sprachunterricht muß umkehren (language instruction must change its ways) was his cry. He believed language learning should be fun and bring some sense of joy and achievement with it. |
| Ymosodwyd ar y dull traddodiadol hefyd oherwydd ei fod yn gorfodi myfyrwyr i feddwl bod gair neilltuol mewn un iaith allai olygu’r un peth yn union â gair mewn iaith arall. Yn aml, does dim gair sy’n hollol gyfartal, ac mae’r dull hwn yn achosi i’r myfyriwr dybio fod geiriau yn y famiaith yn cyfateb yn uniongyrchol i eiriau yn yr ail iaith. Roedd cefnogwyr y dull uniongyrchol yn pwysleisio’r canlynol: ynganiad cywir, blaenoriaeth yr iaith lafar, dysgu gramadeg yn anwythol, osgoi cyfieithu lle byddai’n bosibl, a defnyddio’r iaith darged yn y sefyllfa ddysgu. Rydych chi’n gallu dod o hyd i fwy o fanylion ynglŷn â’r dull uniongyrchol yn Krashen, Pennod 5 (1982); Richardson, Penodau 2 a 3 (1983), a Richards a Rodgers, Pennod 1 (1986). | The traditional method also came under attack for constraining students to think in terms of a word in one language meaning the same as a word in another language. Frequently there is not an exact equivalent and this method leads the student to the implicit assumption that words in the mother tongue have an exact equivalent in the second language. The direct methodologists emphasised correct pronunciation, the primacy of the spoken word, the learning of grammar inductively, avoidance of translation where possible and use of the target language in the learning situation. More details of the history and development of the direct method are found in Krashen, Chapter 5 (1982); Richardson, Chapters 2 & 3 (1983), and Richards and Rodgers, Chapter 1 (1986). |
| ULPANIM yn Israel Ar ôl i 1948 aeth dros un filiwn o Iddewon yn ôl i famwlad eu hynafiaid o lawer o wledydd gwahanol ac ro’n nhw’n siarad llawer o ieithoedd gwahanol. Weithiau, roedd rhaid i fyfyrwyr dderbyn cymorth arbenigol i ddefnyddio’r iaith yn y gweithle ac roedd rhaid darparu cyrsiau neilltuol i gyflawni anghenion mewnfudwyr sy’n anllythrennog, neu sy wedi derbyn dim ond yr addysg fwyaf sylfaenol lle roedden nhw’n siarad llawer o ieithoedd. Er mwyn sgwrsio a masnachu roedd rhaid iddyn nhw ddatblygu lingua franca a’r iaith Hebraeg wedi’i dysgu’n ddwys drwy’r dull ULPAN oedd y ffordd ddelfrydol o ddatrys y broblem. Ym 1949 cafodd y cwrs ULPAN cyntaf ei sefydlu yng Nghaersalem. Gair Aramaeg yw Ulpana. Mae’n gallu golygu ‘dysgu,’ ‘hyfforddi,’ neu ‘stiwdio’. Cafodd y gair ei newid i ULPAN fel y byddai’n swnio’n fwy tebyg i air Hebraeg. Lledodd y system ULPAN, wedi’i datblygu o’r dulliau dysgu roedd Ben-Yehuda wedi’u defnyddio yn y 1880au, ledled y wlad yn rhan o gynllun dychweliad yr Iddewon i’w mamwlad. Mae’r dull yn uniongyrchol, sef dysgu’r Hebraeg drwy’r Hebraeg, gyda dim ond ychydig bach o esbonio o ran gramadeg. O bryd i’w gilydd, byddai ambell air newydd yn cael ei gyfieithu i Saesneg neu i iaith arall y mae’r athro a’r disgyblion yn gyfarwydd â hi. Maen nhw’n gwneud defnydd helaeth o ymarferion, gemau, a dramâu. | ULPANIM in Israel After 1948 over one million Jews returned to their ancestral homeland from many different lands, speaking numerous languages. Sometimes, it was necessary for the immigrants to receive specialist support in using the language in the workplace, and special courses had to be provided to answer the needs of those who were illiterate, or who had received no more than the most basic instruction where they were speaking many languages. In order to converse and conduct business a lingua franca was required and the Hebrew language taught intensively through the ULPAN method proved the ideal solution. In 1949 the first ULPAN course was established in Jerusalem. Ulpana is an Aramaic word which could be translated teaching, training or studio. The word was changed to ULPAN to make it sound more Hebrew. The ULPAN system, developed from the teaching methods Ben-Yehuda used in the 1880s, spread throughout the land as part of the repatriation scheme for the Jews. The method used is direct, Hebrew through Hebrew, with very little grammatical explanation. Occasionally isolated new words are translated into English or another language known to both teacher and pupils. Extensive use is made of drills, games and dramas. |
| Wrth i’r nifer o gyrsiau ULPAN gynyddu, cafodd adnoddau eu paratoi ar gyfer dysgwyr, sef nofelau wedi’u symleiddio, yn ogystal â chylchgronau wedi’u hysgrifennu’n syml, ynglŷn â phapur newydd dyddiol arbennig ar gyfer dysgwyr a rhaglenni radio. Er bod nifer o ULPANIM yn digwydd, byddai rhaglen nodweddiadol yn dysgu 1140 o eiriau dros 3 i 5 mis. Roedd myfyrwyr yn dysgu geirfa bob dydd am bynciau fel siopa a chludiant, a thermau gwleidyddol er mwyn gallu darllen papurau newydd, a gwrando ar ddarllediadau radio, mewn Hebraeg syml. | As ULPAN schemes increased, resources were prepared specifically for learners: simplified novels as well as simply written magazines together with a special daily newspaper for learners and radio programmes. Whilst several ULPANIM were in operation a typical programme taught 1140 words over 3 to 5 months. Students learned words for everyday talk in domains such as shopping and transportation, and political terms for reading newspapers in easy Hebrew and listening to easy Hebrew radio broadcasts. |
| Roedd y cwrs yn disgwyl y byddai’r myfyrwyr yn defnyddio’r iaith darged i gyfathrebu cyn gynted â phosibl. Yn y cyfnodau cynnar o ddysgu, roedd y cwrs yn pwysleisio cyfathrebu yn hytrach na chywirdeb. Byddai’r dysgwyr yn perfformio caneuon a sioeau ar adegau, a bydden nhw’n mynd ar deithiau i leoedd diddorol, i wneud cysylltiadau rhwng profiad y myfyriwr unigol ac ideoleg a hunaniaeth trigolion Israel. | Students were expected to use the target language to communicate as soon as possible. In the early stages of learning communication was stressed rather than accuracy. Songs and shows by learners were performed occasionally and trips arranged to places of interest, to forge links between the individual student's experience and Israeli ideology and identity. |
Roedd y cwrs yn disgwyl y byddai’r myfyrwyr yn defnyddio’r iaith darged i gyfathrebu cyn gynted â phosibl. Yn y cyfnodau cynnar o ddysgu, roedd y cwrs yn pwysleisio cyfathrebu yn hytrach na chywirdeb.
| Roedd cyrsiau ULPAN yn amrywio o ran pa mor hir a dwys oedden nhw, ond roedd y rhai cyntaf yn parhau am 6 mis, a chawson nhw eu cynnal am 6 awr y dydd. Rhai eraill wedi’u trefnu ar y kibbutz fyddai’n parhau am hanner diwrnod gwaith, tra byddai’r cyfranogion yn gweithio ar y tir am hanner arall y dydd. Roedd pob cwrs yn pwysleisio cyfathrebu ar lafar ,ac roedd dynwared yn chwarae rhan bwysig yn y gwersi, yn enwedig yn y cyfnodau cynnar. Serch hynny roedd y tiwtor yn eitha rhydd i ddefnyddio dulliau gwahanol yn yr ystafell ddosbarth, a chafodd e’i anogi i ddyfeisio gemau, chwarae rôl, a sgyrsiau. Y syniad y tu ôl i’r system yw hyn: cysylltiad cyson â’r iaith dros gyfnod byr yw’r ffordd orau i ddysgwr feistroli iaith, yn hytrach na chysylltiad gwan dros gyfnod hir. | ULPAN courses varied in duration and intensity but the first ones lasted 6 months and were held for 6 hours a day. Others held at the kibbutz would be held for half a working day while the other half would be used for working on the land. All stressed oral communication, mimicry playing a large part in the lessons, particularly in the early stages. Nevertheless the tutor was allowed a good deal of freedom in the classroom as regards methods used and encouraged to make use of games, role play and dialogues. The philosophy behind the system is that frequent contact with the language over a short period is the best way for a learner to master a language, rather than weak contact over a long period. |
| Mae gan ULPAN strwythur syml. Er bod dosbarthiadau’n cael eu dewis weithiau yn ôl gallu’r myfyrwyr, allwn ni ddim cymharu gwahaniaethau rhwng y dosbarthiadau ULPAN â’r rhai mewn ysgol draddodiadol. Tîm o athrawon a chyfarwyddwr sy’n dysgu’r dosbarthiadau, ac nad ydyn nhw’n arbenigo mewn unrhyw bwnc, felly mae’n bosibl cyfnewid pob un gyda’i gilydd. Does braidd dim gwasanaethau ategol, a does dim labordai arbenigol. | The ULPAN has a simple structure. Though classes are sometimes divided according to students’ abilities, differences between the classes could not be compared with a traditional school. Classes are taught by a team of teachers and a director, who have no specialization of their own and are interchangeable. Hardly any ancillary services exist and there are no specialised laboratories. |
| Weithiau, rhaid i fyfyrwyr dderbyn cymorth arbenigol i ddefnyddio’r iaith yn y gweithle a rhaid darparu cyrsiau neilltuol i gyflawni anghenion mewnfudwyr sy’n anllythrennog, neu sy wedi derbyn dim ond addysg sylfaenol iawn. | Sometimes students need specialised help to use the language in the workplace and special courses are also required to meet the needs of immigrants who are illiterate or received only the most basic education. |
| Llawer mwy nag ysgol iaith yw ULPAN. Ymddangosodd slogan yn y dyddiau cynnar, “Nid Berlitz yw ULPAN”, hynny yw, nid dim ond ysgol iaith ydy ynddo’i hun. Mae cysylltiad annatod rhwng bod yn rhugl yn yr iaith ac ailgartrefu’r genedl Iddewig ym Mhalestina, a dadeni gwleidyddol Israel. | ULPAN is far more than a language school. A slogan emerged in the early days, “ULPAN is not Berlitz”, i.e. not just a language school per se. Fluency in the language is inextricably entwined with the resettlement of the Jewish people in Palestine and the political rebirth of Israel. |
| Yn ystod ymweliad diweddar i Israel, roedd ein tywysydd, Olga Smoldyreva, yn sôn am fynychu cwrs ULPAN, ac yn esbonio dydy’r fethodoleg ULPAN ddim wedi newid lawer ers y dyddiau cynnar. Yn anaml mae technoleg fodern yn cael ei defnyddio, ac mae’n well gan y tiwtoriaid ddefnyddio’r dull ‘sialc a siarad’. Gan fod Hebraeg drwy Hebraeg yn cael ei phwysleisio mae’r myfyrwyr yn gwneud cynnydd yn eithaf cyflym. Fodd bynnag, roedd Olga yn pwysleisio bod rhaid i’r myfyrwyr ddefnyddio’r iaith tu allan i’r dosbarth cyn gynted ag y bydd yn bosibl wrth ddysgu i adeiladu hyder ac i ddod yn rhugl. | On a recent visit to Israel our tour guide Olga Smoldyreva spoke of her attendance on an ULPAN course and explained that ULPAN methodology has changed little since the early days. Rarely is modern technology used, with ‘chalk and talk’ still the preferred method and the emphasis on Hebrew through Hebrew means that progress is made quite quickly. Olga stressed however that students need to use the language outside class as early as possible when learning to build confidence and gain fluency. |
| I’r rhai sy eisiau darllen mwy am yr ULPAN Hebraeg yn fwy manwl, byddai llyfr gan Theodore Schuchat yn ddewis da. Mae Schuchat yn rhoi braslun o’r fethodoleg ULPAN, gan bwysleisio ei dull dwys o ddysgu. Dyna’r nodwedd fwyaf arbennig am yr WLPAN. Mae e’n adrodd stori ddifyr am ei brofiad fel dysgwr Hebraeg ar gwrs ULPAN yn Israel ar ôl iddo fe ymddeol. Mae e’n disgrifio’r math o ULPANIM sydd ar gael, yn cynnwys ULPANIM Hebraeg byd-eang, ac mae’n rhoi rhestr o Brifysgolion Alltud sy’n dysgu Hebraeg modern. | For those who would like to read about the Hebrew ULPAN in more detail, Theodore Schuchat would be a good choice. Schuchat outlines the ULPAN methodology, stressing that the most distinctive feature is its intensive approach to learning. He provides an entertaining account of his experiences as a learner of Hebrew on ULPAN in Israel after his retirement. He describes the type of ULPANIM available, including Hebrew ULPANIM world-wide and a list of Diaspora Universities that teach modern Hebrew. |
| Mae’r llyfr hefyd yn cynnwys crynodeb o ramadeg Hebraeg, ac ychydig o eirfa sylfaenol. Mae e wedi ysgrifennu rhannau o’r llyfr mewn arddull anecdotaidd. Serch hynny, mae e wedi gwneud llawer iawn o ymchwil. Mae’r llyfr yn darparu gwybodaeth fanwl am ddylanwad Ben-Yehuda ar yr iaith Hebraeg; am fanylion ULPAN a damcaniaethau dysgu ail iaith; ac am fanylion ynghylch ULPANIM mewn ieithoedd heblaw Hebraeg dros y byd. Er bod llawer o raglenni dwys yn bodoli dim ond cyrsiau Cymraeg a Basg sy’n dwyn yr enw ULPANIM, a dweud y gwir. Mae’r tudalennau 386 – 389 yn disgrifio dylanwad ULPAN Hebraeg ar Gymru, ac yn cyfeirio at ymweliad yr awdur ag WLPANAU Cymraeg yng Nghaerdydd a Llanbedr Pont Steffan, ac at ei gysylltiad â Chris Rees | The book also includes a summary of Hebrew grammar and some basic vocabulary. Whilst sections of the book are written in an anecdotal style it is nevertheless very well-researched. It provides detailed accounts of Ben-Yehuda's influence on the Hebrew language; the origins of ULPAN and theories of second language learning. and details of ULPANIM in languages other than Hebrew around the world. Whilst many intensive programmes exist it appears that only Basque and Welsh courses are actually referred to as ULPANIM. Pages 386-389 describe the influence of the Hebrew ULPAN on Wales and refer to the author's visit to Welsh WLPANs in Cardiff and Lampeter and his contact with Chris Rees. |
| Yr WLPAN Cymraeg Prin oedd nifer yr oedolion yn dysgu’r Gymraeg yn ffurfiol fel ail iaith tan hanner olaf yr ugeinfed ganrif. Yn aml y rhai gyda thueddiad at faterion academaidd neu lenyddol oedd yn gwneud hyn – er enghraifft, yr awduron William Barnes, Gerald Manley Hopkins a J.R.R. Tolkien, a’r gwleidydd, Enoch Powell – ac yn gyffredinol roedden nhw’n ymddiddori mwy mewn darllen yr iaith nag yn ei siarad hi. | The Welsh WLPAN Hardly any adults learned Welsh as a second language formally until the latter half of the twentieth century. Those who did so were often of an academic or literary bent – such as the writers William Barnes, Gerald Manley Hopkins and J.R.R. Tolkien and the politician, Enoch Powell – who were generally more interested in reading than speaking the language. |
| Daeth Phyllis Kinney, gwraig i Meredydd Evans (Merêd) y cerddor eiconig oedd yn frwdfrydig dros yr iaith Gymraeg, i Gymru o’r UD yn y 1940au. Pan gyrhaeddodd hi, anaml oedd dosbarthiadau Cymraeg i oedolion. Roedd llawer o bobl yn credu bod yr iaith mor anodd dylai pobl ei dysgu’n blentyn neu beidio â’i dysgu o gwbl. Erbyn iddi hi ddychwelyd yn y 1960au, roedd llawer o ddosbarthiadau Cymraeg i oedolion wedi’u sefydlu, ac roedd y nifer ohonyn nhw ar gynnydd. Mae Phyllis yn sôn am newid sylweddol ar ôl mynychu cwrs dwys dros bythefnos ym 1992: | When Phyllis Kinney, wife of the iconic musician and language enthusiast Meredydd Evans (Merêd) arrived in Wales from the USA in the 1940s, classes for adult Welsh learners were very thin on the ground and it was widely held that Welsh was such a difficult language it had to be learnt in childhood or not at all. By the time she returned in the 1960s, many Welsh classes for adults had been set up and were on the increase. Phyllis speaks of a dramatic change after attending a two-week intensive course in 1992: |
| "Mae’n hollol gywir i mi ddweud: Es i mewn yn siaradwr Saesneg, a des i allan bythefnos yn ddiweddarach yn siarad Cymraeg. Ddim yn berffaith, petrus, a llawn camgymeriadau – ond Cymraeg." Ar ôl hyn cyflawnodd hi yrfa nodedig mewn darlledu drwy gyfrwng y Gymraeg. | "It is perfectly true to say that I went in an English speaker and came out two weeks later speaking Welsh. Imperfect, halting and full of mistakes – but Welsh." A distinguished career in broadcasting through the medium of Welsh followed. |
| Yn draddodiadol, pan fyddai oedolion a phlant yn astudio Cymraeg fel ail iaith, bydden nhw’n dysgu iaith eithaf llenyddol. Doedd hon ddim yn debyg iawn i’r Gymraeg y byddai dysgwyr yn eu clywed ar lafar yn y gymuned. Dyna oedd y sefyllfa nes i Gymraeg Byw gael ei gyflwyno yn y 1960au. Doedd arholiadau cyhoeddus ddim wedi pwysleisio sgiliau llafar, ac yn aml byddai oedolion wedi ennill cymwysterau yn yr iaith ond ddim yn gallu siarad. Mae Cymraeg Byw yn ceisio diffinio’r prif nodweddion ar Gymraeg lafar safonol, hynny yw, ffurf yr iaith sy’n rhywle rhwng Cymraeg lenyddol draddodiadol ar y naill law, a’r tafodieithoedd rhanbarthol lleol ar y llaw arall. | Traditionally Welsh as a second language taught to adults and children was of a literary nature, bearing little resemblance to the Welsh learners would hear spoken in the community, until the introduction of Cymraeg Byw in the 1960s. Public examinations had laid little emphasis on oral skills and it was common for adults to have gained qualifications in the language and yet be unable to speak it. Cymraeg Byw is an attempt to define the main features of standard spoken Welsh i.e. the form of the language which lies somewhere between conservative literary Welsh on the one hand and the local regional dialects on the other. |
| Felly pan gafodd ULPAN ei gyflwyno i Gymru yn y 1970au roedd e’n dilyn degawd o newid chwyldroadol yn y ffordd roedd Cymraeg yn cael ei dysgu i oedolion. Roedd newidiadau mewn strategaeth ddosbarth yn annog gwaith llafar yn hytrach na gwaith ysgrifenedig, gan alluogi myfyrwyr i gyfathrebu’n haws gyda siaradwyr iaith gyntaf. Roedd y galw am ddosbarthiadau Cymraeg i oedolion yn parhau drwy’r 1970au. Ond roedd rhai myfyrwyr a thiwtoriaid yn anfodlon, ac yn gofyn cymaint oedd yn cael ei gyflawni mewn gwirionedd – oedd siaradwyr newydd yn cael eu cynhyrchu neu oedden nhw’n datblygu dim ond diddordeb adfywiol yn yr iaith, ac ewyllys da tuag ati hi? Roedd pobl oedd yn awyddus i ddod yn rhugl yn teimlo eu bod nhw’n datblygu’n araf ac yn dysgu gyda phobl oedd eisiau dim ond crap ar yr iaith. Roedd Neil Caldwell yn cwyno ym 1992 fod y cyrsiau roedd e’n eu mynychu bob wythnos yn darparu dim ond ar gyfer y rhai ‘â pheth diddordeb’. Daeth e’n rhugl ar ôl iddo fynychu cwrs dwys, ac mae e’n priodoli ei lwyddiant i’r ffaith bod y cwrs yn pwysleisio defnyddio’r iaith lafar. Penderfynodd Prifysgol Cymru archwilio i gyrsiau Cymraeg i oedolion ym 1974 a chyflogon nhw Chris Rees fel swyddog ymchwil a datblygu. | Thus when ULPAN was introduced into Wales in the 1970s it followed a decade of revolutionary change in the approach to teaching adults Welsh, as changes in classroom strategy in encouraging oral rather than written work enabled learners to communicate more easily with first-language speakers. The demand for adult classes in Welsh continued through the 1970s. But some students and tutors were dissatisfied and questioned how much was actually being achieved – were new speakers being produced or was there just renewed interest and goodwill towards the language? People who were eager to become fluent felt their progress was slow and that they were learning with people who only wanted a smattering. Neil Caldwell bemoaned in 1992 that the weekly courses he attended catered only for the ‘mildly interested'. He became fluent after he attended an intensive course and attributes his success to the emphasis on the spoken language used on the course. The University of Wales decided to investigate Welsh for Adults courses in 1974 and employed Chris Rees as a research and development officer. |
| Yn y 1960au a’r 1970au cynnar, roedd cryn ddiddordeb mewn efelychu esiampl Israel o ran cyrsiau dwys. Ym 1969, ysgrifennodd Gwynfor Evans, AS cyntaf Plaid Cymru, am y gwersi gwerthfawr roedd y Cymry’n gallu eu dysgu o Israel. Ym 1972, yng Nghaerdydd, llefarodd Shoshana Eytan o Adran Addysg y Sefydliad Iddewig Rhyngwladol am ei phrofiad hi ynglŷn â’r ULPANIM Hebraeg. Roedd Mrs Eytan wedi ennill cryn brofiad fel mora (tiwtor) cyn iddi hi symud i’r DU. Felly, pan aeth Chris Rees a Gwilym Roberts i Lundain i ymweld â Mrs Eytan yn Adran Addysg y Sefydliad Iddewig Rhyngwladol, yn y dyddiau cynnar o sefydlu’r Gymraeg, roedden nhw’n disgwyl cael gwybod am ddulliau anarferol, a byddai’n esbonio llwyddiant yr ULPANIM Hebraeg. Fodd bynnag, y cyfan roedd hi’n ei dweud wrthyn nhw oedd y byddai'r tiwtoriaid yn defnyddio sialc a siarad fel arfer, ac roedd llawer iawn yn dibynnu ar frwdfrydedd a phersonoliaeth y tiwtoriaid. | In the 1960s and early 1970s there was considerable interest in emulating Israel’s example of intensive courses. Gwynfor Evans, the first Plaid Cymru MP, wrote of the valuable lessons the Welsh could learn from Israel in 1969. In 1972 Shoshana Eytan of the Education Department of the International Jewish Institute spoke in Cardiff about her experience of the Hebrew ULPANIM. Mrs Eytan had gained a great deal of experience as a mora (tutor) before moving to the UK. So, when Chris Rees and Gwilym Roberts went to London to visit Mrs Eytan at the Education Department of the International Jewish Institute, in the early days of establishing Welsh, they expected to learn of some unusual teaching methods to account for the success of the Hebrew ULPANIM. However, all she told them was that the ULPAN tutors used mainly chalk and talk and that a great deal depended on the enthusiasm and personality of the tutors. |
 Chris Rees, pedwerydd o'r chwith, mewn siwt. |  The irrepressible Gwilym Roberts. |
| Cafodd cwrs Cymraeg dwys ar gyfer athrawon ei gynnal yng Ngholeg y Bari ym 1966, ond ym 1973 y cychwynnodd y cyrsiau WLPAN ar gyfer y cyhoedd. Roedd Chris Rees a Gwilym Roberts yn rhedeg y cwrs WLPAN cyntaf yng nghanolfan yr Urdd yng Nghaerdydd. Mae’r ddau ohonyn nhw’n gymeriadau eiconig o ran hybu’r Gymraeg, ac yn arloeswyr mewn dysgu’r iaith Gymraeg. | An intensive Welsh course for teachers was held in Barry College in 1966, but it was in 1973 that the WLPAN courses for the general public began. Chris Rees and Gwilym Roberts, both iconic figures in Welsh language promotion and pioneers in Welsh language teaching, ran the first WLPAN course at the Urdd Centre in Cardiff. |
| Cafodd y cwrs ei ailenwi yn WLPAN i gydymffurfio â sillafu Cymraeg. Roedd y grŵp yn cyfarfod bum noson yr wythnos dros 10 wythnos, a chynhaliwyd penwythnos preswyl yng nghanolfan yr Urdd yn Llangrannog. Brasluniodd Chris Rees faes llafur, ac roedd grŵp brwdfrydig o diwtoriaid gwirfoddol yn dysgu’r sesiynau. Cychwynnodd un myfyriwr ar ddeg ar y cwrs 100 o oriau, a deg ohonyn nhw a gyflawnodd e. Roedd Gwilym Roberts yn un o’r tiwtoriaid, sef y dyn oedd wedi sefydlu’r cyrsiau unwaith yr wythnos yng Nghaerdydd bron yn ddeng mlynedd gynt. Disgrifiodd e’r canlyniadau fel ‘syfrdanol’ oherwydd bod y myfyrwyr wedi dysgu yn ystod deg wythnos cymaint â dysgwyr eraill wedi dysgu yn ystod dwy flynedd o wersi wythnosol. | The course was renamed WLPAN to conform to Welsh spelling. The group met five evenings a week over 10 weeks, plus a residential weekend at the Llangrannog Urdd centre. Chris Rees prepared a skeleton syllabus, while an enthusiastic group of volunteer tutors, taught the sessions. Eleven students began the 100 hour course and ten completed. Gwilym, the instigator of the once-weekly Welsh classes in Cardiff nearly ten years previously, was one of the tutors. He described the results as “staggering” as students learnt as much in ten weeks as people would normally learn in two years of weekly lessons. |
| Roedd dwy brif ffurf o ddarpariaeth ar gyfer dysgwyr Cymraeg o 1974: cyrsiau dwys a dosbarthiadau wythnosol, a gafodd eu cynnal fel rheol yn yr hwyr. Erbyn 1982, roedd 43 o gyrsiau WLPAN yng Nghymru. Roedd y cyrsiau’n amrywio o ran pa mor ddwys oedden nhw: roedd cyrsiau’n cael eu cynnal naill ai yn y dydd neu yn yr hwyr, dair gwaith yr wythnos o leiaf, ac weithiau bedair gwaith neu bump, dros 100 o oriau o leiaf. Roedd y cynnydd mewn addysg cyfrwng Cymraeg i blant ifainc yn yr un cyfnod wedi ysbrydoli llawer o oedolion i ddysgu’r Gymraeg. Yn aml, roedd y myfyrwyr oedd yn mynychu WLPANIM yn rhieni i blant oedd yn mynd i feithrinfeydd cyfrwng Cymraeg. Wrth i’r ddarpariaeth ddwys dyfu, tyfodd hefyd gyrsiau uwch i ddilyn yr WLPANIM, yn ddwys ac yn wythnosol. Dros yr un cyfnod, dechreuodd cyrsiau preswyl dros y penwythnos ac weithiau am wythnos gyfan. | From 1974 adult provision for Welsh learners took two main forms: intensive courses and classes attended weekly, initially mainly in the evenings. By 1982 there were 43 WLPAN courses in Wales. Courses varied in intensity: classes were held at least three and, in some cases, four or five times per week in the day or evening, for at least 100 hours. The expansion of Welsh-medium education for young children during the same period inspired many adults to learn Welsh and often students attending WLPANIM were parents of young children attending Welsh-medium nursery schools. As the intensive provision grew so did more advanced courses to follow the WLPANIM, both intensive and weekly. Over the same period, weekend and week-long residential courses also took off. |
| Yn haf 1980, denodd cwrs WLPAN preswyl dros wyth wythnos yn Llanbedr Pont Steffan, Gorllewin Cymru, tua 40 o fyfyrwyr. Pan fyddai myfyrwyr yn cael eu cyflwyno â 3,000 i 3,500 o eitemau o eirfa weithredol, fe fyddan nhw’n gallu cynnal sgwrs am weithgareddau pob dydd ar ddiwedd cwrs 400 o oriau. Mae digwyddiadau cymdeithasol rheolaidd yn cryfhau’r iaith wedi’i chyflwyno yn yr ystafell ddosbarth; roedd siaradwyr iaith gyntaf yn cael eu gwahodd i siarad â myfyrwyr mewn dosbarthiadau neu dros y penwythnos; ac roedd y tiwtoriaid yn disgwyl i’r myfyrwyr ymarfer yn y gymuned leol. Cafodd y cwrs ei lysenwi’n ‘Cymraeg â dagrau’ oherwydd yr ymdrech roedd rhaid i’r myfyrwyr eu gwneud; cafodd un o’r cyfranogion ar y cwrs yn 2001 ei chlywed yn sylwi bod ei hymennydd yn brifo oherwydd pa mor ddwys oedd e. | In summer 1980, an eight-week residential WLPAN course at Lampeter, west Wales, attracted approximately 40 students. Students, presented with 3,000 to 3,500 items of active vocabulary are able to hold a conversation about everyday activities at the end of the 400 hour course. Regular social events reinforce the language presented in the classroom; native speakers are invited to speak to students in class on weekends; and students are expected to practise in the local community. The course was nicknamed ‘Welsh with tears’ because of the effort students need to expend; one of the participants on the 2001 course was heard to comment that her brain was hurting because of the intensity. |
| Fel yn yr ULPAN Hebraeg, cyfathrebu ar lafar sy’n cael ei bwysleisio, a’r dull uniongyrchol sy’n ennill. Cymraeg drwy gyfrwng Cymraeg. Ar gyfnod cynnar, fel rheol ar ôl tua 15 o oriau o ddysgu, mae’r myfyrwyr yn cael eu hannog yn gryf i beidio â defnyddio Saesneg, ac mae disgwyl i’r myfyrwyr ddefnyddio’r Gymraeg hyd yn oed am eu hamser brêc. Disgrifiodd Chris Rees y fethodoleg WLPAN fel eclectig: mae iaith yn cael ei dysgu mewn llawer o ffyrdd, ac mae tiwtoriaid yn benthyca gan amryw ddulliau fel suggestopedia, ymateb corfforol llwyr, a’r dull cyfathrebu. (Gweler: Newcombe, 2002b, Pennod 3 am fwy o fanylion ynghylch dulliau dysgu iaith.) | As in the Hebrew ULPAN oral communication is emphasised and the direct method prevails, Welsh through the medium of Welsh. At an early stage, usually after about 15 hours tuition, use of English is strongly discouraged and students are even expected to use Welsh in break times. Chris Rees described the WLPAN methodology as eclectic: language is taught in a variety of ways and tutors borrow from a variety of methods such as suggestopedia, total physical response and the communicative approach. (See Newcombe, 2002b, Chapter 3 for more details about language learning methodologies.) |
| Roedd darpariaeth yn dal i gynyddu yn ystod y 1980au a’r 1990au. Fe fyddai raid yn gyffredinol i’r myfyriwr llwyddiannus brofi cwrs dwys neu ryw elfen o drochi yn yr iaith. Gweler, er enghraifft, John Gillibrand 1992, Neil Caldwell, 1992. Daeth Janet Ryder yn dra rhugl ar ôl dysgu Cymraeg ar gwrs WLPAN, ac efallai mai’r sgìl hwn a gyfrannai pan gafodd hi ei hetholi fel maer Rhuthun ym 1998, ac wedyn fel aelod o Lywodraeth Cynulliad Cymru. | The 1980s and 1990s were a time of continuing expansion of provision. An intensive course or some immersion element generally figured in the successful Welsh learner’s experience. See for instance John Gillibrand 1992, Neil Caldwell, 1992. Janet Ryder attained a high degree of fluency after learning Welsh on an WLPAN, a skill which may well have contributed to her election as mayor of Ruthin in 1998 and subsequently as a member of the Welsh Assembly Government. |
| Roedd llwyddiant y mentrau hyn mor fawr bod rhaid i ddarpariaeth ar gyfer myfyrwyr uwch gynyddu hefyd, gan greu cyfleoedd i ddysgwyr rhugl ymuno â siaradwyr iaith gyntaf ar gyrsiau uwch fel Gloywi Iaith yn ogystal â sawl cwrs llenyddiaeth a chyfieithu. Ehangodd darpariaeth Cymraeg yn y gweithle hefyd ac mae cyrsiau ar gael bellach gyda’r lefel o arddwysedd yn amrywio. | The success of these initiatives was such that provision for more advanced students also needed to expand, with opportunities for fluent learners to join native speakers on advanced courses such as Gloywi Iaith [polishing language] and various literature and translation courses. Provision for Welsh in the workplace also expanded with varying degrees of intensity available. |
| Erbyn y 1990au, roedd y rhwystrau seicolegol sy wedi bod yn digalonni oedolion rhag dysgu’r iaith yn chwalu. Nid yn unig roedd Y Gymraeg iaith y gallai oedolion ei dysgu, ond yn ogystal roedd yn bosibl y gallai llwyddiant dysgwyr aeddfed yng Nghymru ysbrydoli dysgwyr yn lleoedd eraill, yn cynnwys y rhai oedd yn dysgu Gaeleg yn yr Alban, ac yn bellach i ffwrdd, dysgwyr yn Corsica, a hyd yn oed oedolion yn dysgu Maori yn Seland Newydd. | By the 1990s, the psychological barriers which discouraged adults from learning the language were breaking down. Welsh was not only a language that could be learned in adulthood, but the success of adult learners in Wales had the potential to inspire language learners elsewhere, including Gaelic learners in Scotland, and further afield Corsican and even Maori in New Zealand. |
| Mae nifer y cofrestriadau ar gyrsiau Cymraeg i Oedolion wedi tyfu ers y mileniwm newydd. Dechreuodd cyrsiau e-ddysgu, yn ogystal â chyrsiau cyfunol, ac roedd y ddau lwybr hyn ar gael gyda lefelau gwahanol o ddwysedd. | The new millennium witnessed a steady growth in the number of enrolments on Welsh classes. E-learning and courses that blended classroom learning with e-learning became available with varying degrees of intensity. |
| Nid pob darparwr sydd yn rhoi’r enw WLPAN i’w cyrsiau dwys. Mae cyrsiau Cymraeg i Oedolion (CiO) yn cael eu dosbarthu’n Gwrs Blasu, Mynediad, Sylfaen, Canolradd, Uwch, a Hyfedredd. Mae Mynediad a Sylfaen yn cyfateb i gyrsiau WLPAN cynnar fwy neu lai, ond SuperWLPAN yw rhai ohonyn nhw ac os byddan nhw’n treulio mwy o oriau ar y gwaith, gallen nhw orymylu ar y cyrsiau Canolradd. | Not all providers call their intensive courses WLPAN. Welsh for Adults (WfA) classes are divided into Taster Course, Entry, Foundation, Intermediate, Advanced and Proficiency. Entry and Foundation are roughly equivalent to the early WLPAN courses, but with some courses being SuperWLPAN and spending more hours on the work they could overlap into Intermediate. |
| Dim ond dynwarediad egwan o’r model Hebraeg oedd yr WLPAN Cymraeg. Yn Israel, roedd yn beth arferol i fyfyrwyr ULPAN gael sawl mis i ffwrdd o’r gwaith ar draul y llywodraeth, er mwyn dysgu’r Hebraeg. Mae myfyrwyr yn treulio llawer llai o oriau’n astudio ar gwrs WLPAN Cymraeg na’r rhai yn Israel. Ar ben hynny, yng Nghymru, prin y mae myfyrwyr yn cael eu rhyddhau o’u cyfrifoldeb yn y gweithle, ac maen nhw’n aberthu eu hamser hamdden drudfawr i ddysgu’r Gymraeg. Er hynny, mae llawer o bobl sy’n siaradwyr rhugl bellach, yn olrhain eu hysbrydoliaeth nhw o ran dysgu yn ôl at fynychu cyrsiau WLPAN. Fel rheol bydd y terfynwyr yn y gystadleuaeth o’r enw Dysgwr y Flwyddyn wedi mynychu cwrs dwys rywbryd neu'i gilydd. | The Welsh WLPAN was a pale reflection of the Hebrew model. In Israel it was commonplace for ULPAN students to have several months free from work at the government’s expense to learn Hebrew. The hours spent on a Welsh WLPAN are far fewer than those in Israel and students are rarely released from work responsibilities and sacrifice precious leisure time to learn Welsh. Nevertheless, many now fluent Welsh-speakers trace their inspiration in learning back to attending WLPAN courses and the finalists in the Welsh Learner of the Year competition have usually attended an intensive course at some point. |
| Mae ymchwil ar WLPAN dros y blynyddoedd wedi dangos bod y rhan fwyaf o fyfyrwyr wedi cael budd o’r method WLPAN. Fodd bynnag, dyw WLPAN ddim yn addas i bawb, ac wrth gwrs, efallai fod y rhai anfodlon yn gadael yn gynnar, neu cyn i’r cyrsiau gael eu gwerthuso ganddyn nhw. Dyw rhai myfyrwyr ddim yn hoff iawn o ddysgu dweud ymadroddion cyn iddyn nhw eu gweld nhw, er bod llawer ohonyn nhw’n dod i arfer â hyn wrth i’r cwrs fynd ymlaen. Byddai rhai eraill yn hoffi mwy o bwyslais ar ramadeg yn hytrach nag ar sgwrsio yn gynnar yn y cwrs. Eto i gyd, byddai’n well gan fyfyrwyr eraill llai o bwyslais ar ramadeg. Mae rhai’n ystyried dyw’r fethodoleg wedi’i defnyddio ddim yn cydnabod bod myfyrwyr yn dysgu mewn ffyrdd gwahanol. Dych chi’n gallu darllen mwy am hyn yn y llyfr Welsh in a Year! gan Jen Llywelyn. Yn negawd cyntaf yr unfed ganrif ar hugain, daeth darparwyr yn fwy hyblyg, gan adael i fyfyrwyr weld y deunydd WLPAN cyn gwneud yr ymarferion. Mae hyn wedi digwydd o ganlyniad i dystiolaeth ymchwil ddiamau’n dangos bod myfyrwyr yn dysgu mewn ffyrdd gwahanol ac mae llawer ohonyn nhw yn ddysgwyr gweledol. | Research on WLPAN over the years has shown that most students have benefited from the WLPAN method. However, it does not suit everyone and of course the disaffected may have left earlier on before any course evaluation. Some students do not like learning to say phrases before they see them, although many get used to this as the course progresses. Others would like more emphasis on grammar rather than conversation early in the course. Yet others would prefer less stress on grammar. Some people consider the methodology used does not acknowledge that learners learn in different ways. You can read more about this in Jen Llywelyn’s Welsh in a Year! In the noughties, providers became more flexible about allowing students to see the WLPAN material before drilling, following overwhelming research evidence that learners learn in different ways and that many are visual learners. |
| Mae Hilda Hunter a Caroline Williams yn eu llyfr Dysgu Cymraeg/Venturing in Welsh wedi herio’r ffordd mae’r Gymraeg yn cael ei dysgu yn CiO. Maen nhw’n galw am ddosbarthiadau llai, a byddan nhw’n hoffi llawer mwy o gywiro camgymeriadau. Am ddegawdau mae ysgolheigion wedi bod yn ymryson dros y cwestiwn: beth yw’r pwysicaf, ai bod yn rhugl, neu fod yn fanwl gywir? Ar gyrsiau CiO, fydd myfyrwyr ddim yn cael eu cywiro’n uniongyrchol fel rheol, ond bydd y tiwtor yn pwysleisio’r ffurf gywir, ac yn disgwyl i’r myfyriwr ei hailadrodd. Pan oedd tiwtoriaid yn cael eu hyfforddi yn nyddiau cynnar WLPAN, byddai Chris Rees yn pwysleisio pa mor bwysig oedd peidio â gwneud i fyfyrwyr deimlo’n anesmwyth drwy eu gorgywiro nhw. Gallai hyn rwystro’r datblygiad o ruglder. Y ddadl oedd y byddai’r dysgwr brwd yn dysgu’r ffurfiau cywir maes o law. Ymhellach, gwneud camgymeriadau wrth siarad yw rhan o’r proses dysgu. Os bydd myfyrwyr eisiau cael eu cywiro bob tro y byddan nhw’n gwneud camgymeriad, dylen nhw wneud hyn yn blaen. Wedi dweud hynny, yn y cyfnodau cynnar o ddysgu, byddai sgyrsiau’n eithaf annaturiol os pe bai cywirdeb yn cael ei bwysleisio gormod. | Hilda Hunter and Caroline Williams in their book Dysgu Cymraeg/Venturing in Welsh have challenged the way WfA is taught. They call for smaller classes and would like far more error correction. The issue of fluency versus accuracy has been a bone of contention amongst scholars for decades. On WfA courses students are not usually corrected directly but the correct form is emphasised by the tutor and the student is expected to repeat it. When tutors were trained in the early days of WLPAN, Chris Rees stressed the importance of not making the learner feel uncomfortable by over-correcting. This could hinder the development of fluency. The keen learner, it was argued, would eventually learn the correct forms. Moreover, making mistakes when speaking is part of the learning process. If students wish to be corrected every time they make a mistake they should make this plain. However, in the earlier stages of learning, conversations will be rather contrived if too much emphasis is placed on accuracy. |
| Ffafriol yw’r gyfradd golli ar gyrsiau WLPAN o’i chymharu ag ystadegau ynghylch dosbarthiadau iaith yn Lloegr a Chymru. Argaeledd y cyrsiau dwys hyn yw’r brif elfen sy’n gwahaniaethu rhwng dysgu CiO ar hyn o bryd a dysgu ieithoedd estron i oedolion yng Nghymru. Datblygu’n gyson y mae’r WLPAN, a byddai’r arloeswyr cynnar yn synnu o weld y materion dysgu lliwgar, y llyfrau ymarfer, yr e-ddysgu, a’r cyrsiau cyfunol, ond mae’r egwyddor sylfaenol yn aros: cyfathrebu ar lafar a Chymraeg drwy'r Gymraeg. | The drop-out rate for WLPAN compares favourably with statistics for language classes in England and Wales. The availability of these intensive courses is the main factor that differentiates the current teaching of WfA from teaching foreign languages to adults in Wales. The WLPAN is continually evolving and the early pioneers would be stunned to see the colourful teaching material, the practise books and the introduction of e-learning and blended courses but the underlying principle remains: oral communication and Welsh through Welsh. |
Datblygu’n gyson y mae’r WLPAN, a byddai’r arloeswyr cynnar yn synnu o weld y materion dysgu lliwgar, y llyfrau ymarfer, yr e-ddysgu, a’r cyrsiau cyfunol, ond mae’r egwyddor sylfaenol yn aros: cyfathrebu ar lafar a Chymraeg drwy'r Gymraeg.
Lynda Pritchard Newcombe: Bywgraffiad / Biography
Ces i fy magu yn y Cymoedd. Ro’n i’n gwybod llawer o Gymraeg o’r teulu, yr ysgol a’r capel ond des i yn siaradwr rhugl ar ôl bod ar gwrs WLPAN a chyrsiau eraill ym Mhrifysgol Caerdydd. Dw i wedi gweithio fel tiwtor ieithoedd am dros ddeg ar hugain o flynyddoedd i’r awdurdod lleol, cwmnïau preifat, y Brifysgol Agored a Phrifysgol Caerdydd. Dw i wedi gweithio hefyd fel ymchwilydd ar ddwyieithrwydd ar ôl i mi ennill gradd M.Ed. ar ddysgu oedolion gan gynnwys traethawd ar yr WLPAN. Mae Ph.D yn ieithyddiaeth gymdeithasol gyda fi. Astudiais i beth sy’n digwydd pan mae dysgwyr yn defnyddio’r Gymraeg tu allan i’r dosbarth.
I grew up in the South Wales valleys with a knowledge of Welsh from family, school and chapel but I did not become a fluent speaker until I attended an WLPAN course and follow on courses at Cardiff University. My main work background is in teaching languages and I have over thirty years’ experience working for the local authority, private companies, the Open University and Cardiff University. I have also been involved in research on bilingualism after gaining an M.Ed. in adult education which included writing a dissertation on the WLPAN. I have a Ph.D in sociolinguistics. I researched issues that arise when learners use Welsh outside class.
Dw i wedi ysgrifennu tri llyfr am ddefnyddio’r Gymraeg yn y gymuned a wedi bod yn gydawdur ar bennodau mewn llyfrau eraill.
I have written three books on using Welsh in the community and co-authored chapters in books on language learning.
Mae'r llyfr Speak Welsh Outside Class ar gael o Y Lolfa / Speak Welsh Outside Class is available from Y Lolfa.
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Lynda Pritchard Newcombe: Llyfryddiaeth / Bibliography
Black, R., Gillies, W., Ó Maolalaigh, R. (Eds.) (1999) CELTIC CONNECTIONS, proceedings of the tenth international congress of celtic studies. (pp. 425 – 456) East Lothian: Tuckwell Press
Caldwell, N. (1992) In Davies, O. & Bowie, F. (1992) 'Welsh by Proxy' pp. 157 – 162
Crowe, R. (1988) Yr WLPAN yn Israel, Canolfan Ymchwil Cymraeg i Oedolion, Aberystwyth
Crowe, R. & Solomonik, A. (1988) Adfywiad yr Hebraeg. Canolfan Ymchwil Cymraeg i Oedolion, Aberystwyth
Davies, O. & Bowie, F. (Eds.), (1992). Discovering Welshness, Gomer, Llandysul
Dolève-Gandelman, T. (1989) “'Ulpan is not Berlitz;' adult education and the Ethiopian Jews in Israel”. Social Science Information,Vol. 28. No.1. pp. 121 - 143
Ellis P.B. & Mac a' Ghobhainn S. (1971) The Problem of Language Revival, Club Leabhar Ltd. Inverness
Emyr, J. (1988) Sut i Achub Iaith, Cefn, Caernarfon
Fellman, J. (1973) The Revival of a Classical Tongue, Mouton & Co. The Netherlands
Gillibrand, J. (1992) in Davies, O. & Bowie, F. (1992) ‘A Language to Live By’ pp.31 – 34
Hunter, H. & Williams, C. (2008) Dysgu Cymraeg/Venturing in Welsh, Y Lolfa, Talybont, Ceredigion
Jones, C. (ed.) (2000) Cyflwyno’r Gymraeg Llandysul: Gomer
Jones, R.O. (1999) The Welsh Language. In Black, R., Gillies, W., Ó Maolalaigh, R. (Eds.) (1999) CELTIC CONNECTIONS, proceedings of the tenth international congress of celtic studies. (pp. 425 – 456) East Lothian: Tuckwell Press
Jones R. O., NEWCOMBE L. P., Morris S. Llyfryddiaeth– Cymraeg i Oedolion 1960 - 2009 (click to download PDF)
Kinney, P. (1992) in Davies, O., & Bowie, F. (1992) ‘A Hidden Culture’ pp. 1 - 5
Krashen, S. (1982) Principles and Practice in Second Language Acquisition, Pergamon Press, New York
Loveday, L. (1982) The sociolinguistics of learning and using a non-native language. Oxford Pergamon Press
Llywelyn, J. (2004) Welsh in a Year! Y Lolfa, Talybont, Ceredigion
NEWCOMBE, L. (1995) An Evaluation of the WLPAN Method of learning Welsh at the Welsh Language Teaching Centre, University of Wales College of Cardiff, unpublished M.Ed. Thesis, Cardiff University
NEWCOMBE, L.P. (2002a) “A Tough Hill to Climb Alone” – Welsh Learners Speak Hong Kong Journal of Applied Linguistics, 7 (2), 39-56
NEWCOMBE, L.P. (2002b) The Relevance of Social Context in the Education of Adult Welsh Learners, Unpublished Ph.D thesis, Cardiff University
NEWCOMBE, L.P. (2007) Social Context and Fluency in L2 Learners – the Case of Wales, Multilingual Matters, Clevedon
NEWCOMBE, L.P. (2009) Think without Limits: You can speak Welsh, Gwasg Carreg Gwalch, Llanrwst
NEWCOMBE, L.P. (2016) Speak Welsh outside class: You can do it! Y Lolfa, Talybont Ceredigion
Rees, C. (1994) ‘Adfer iaith i achub cenedl’, SBEC TV Wales. May 1st, 1994. p. 4
Rees, C. (1973) ‘Ysgolion Iaith i Oedolion’, Yr Athro. (24) 1973. pp. 153 -155
Rees, C. (1977) ‘Wedi'r Mudandod’, Barn, 176. pp 302 - 304
Rees, C. (2000) Datblygiad yr WLPAN pp. 27-44 In Jones, C. (ed.) (2000) Cyflwyno’r Gymraeg, Gomer, Llandysul
Richards, J. & Rodgers, T. (1986) Approaches and Methods in Language Teaching, Cambridge University Press
Richardson, G. (1983). Teaching Modern Languages, Croom Helm, London
Schuchat, T. (1990) Ulpan: How to learn Hebrew in a Hurry, Gefen, Jerusalem
Valentine, L. (1952) in Emyr, J. Nodiadau'r Golygydd, Seren Gomer, XLIV.2
WJEC (1992) Welsh for Adults. The Way Forward
Erthygl ar gael i lawrlwytho ar Apple Books, PDF & Kindle / Article available to download on Apple Books, PDF & Kindle:
Mae Nicky wedi dysgu Cymraeg yn gyflym iawn, ffaith a gydnabuwyd ym mis Mai 2018 pan gafodd ei ddewis fel un o’r 5 ymgeisydd a gyrhaeddodd y brig gan gael y cyfle i gystadlu am wobr Dysgwr y Flwyddyn yn yr Eisteddfod Genedlaethol eleni. Yma mae’n siarad am sut mae’n cefnogi dysgwyr eraill ledled y]]>
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Nicky has learnt Welsh very quickly, a fact which was recognised in May 2018 when he was selected as one of the 5 contestants to reach the top, getting the chance to compete for the Dysgwr y Flwyddyn (Learner of the Year) prize in the National Eisteddfod this year. Here he speaks about how he supports other learners from across the world…
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| Helo! Fy enw i ydy Nicky Roberts. Dw i’n 36 oed a dw i’n dod o Gwm Rhondda yn wreiddiol, ond nawr dw i’n byw yn Aberystwyth, Ceredigion gyda fy ngwraig Lara. | Hello! My name is Nicky Roberts. I am 36 years old and I come from the Rhondda Valleys originally, but now I live in Aberystwyth, Ceredigion with my wife Lara. |
| Dw i wedi bod yn siarad Gymraeg ers Nadolig 2016, rhedeg sianel YouTube gyda’r enw Learn Welsh with Nicky a hefyd ym mis Mai oeddwn i’n digon ffodus i gyrraedd yn y Rownd Derfynol Dysgwr y Flwyddyn fel rhan yr Eisteddfod Genedlaethol yng Nghaerdydd yn ystod Mis Awst. | I have been speaking Welsh since Christmas 2016, running a YouTube channel named Learn Welsh with Nicky and in also in May I was fortunate enough to get through to the Final of the Learner of the Year competition as part of the National Eisteddfod in Cardiff during August. |
| Rydym ni gyd fel siaradwyr yr iaith yn cofio ein sgwrs cyntaf trwy’r cyfrwng Cymraeg. Efallai gwnaethoch siarad gyda rhywun yn eich dosbarth nos, neu yn y dafarn lleol neu mewn siop Cymraeg tra oeddech trio prynu llyfr neu cylchgrawn. | We all, as speakers of the language, remember our first conversation through the medium of Welsh. Maybe you spoke with someone in your night class, or in the local pub or in a Welsh shop while you were trying to buy a book or a magazine. |
| Mae lawer o bobl yn cofio yr eiliad gyda pleser ac atgofion melys, tra lawer o bobl edrych yn ôl at eiliadau fel hyn gyda ychydig bach o difaru. Efallai wnaethom nhw anghofio i ddweud rhywbeth oedden nhw eisiau ddweud neu wedi gwneud camgymeriadau ac doeddwn nhw ddim yn hapus gyda’r canlyniad. | Lots of people recall the moment with pleasure and sweet memories, while lots of people look back at moments like this with a bit of regret. Maybe they forgot to say something they wanted to say or made mistakes and they weren’t happy with the result. |
| Un peth rydym ni gyd gallu fod yn sicr ydy mae gormod o bobl edrych at eiliadau fel hyn gyda ofnus pan does dim angen i boeni o gwbl yn gwirioneddol. | One thing we can all be sure of is that too many people look at moments like this with fear when there is really no need to worry at all. |
| Dw i wedi dod i nabod llawer o dysgwyr yr iaith Cymraeg yn ystod yr amser dw i wedi bod yn dysgu’r iaith – ac un y phethau dw i wedi sylwi ydy jyst faint o bobl sydd gyda pryderon fel hyn. | I have come to know loads of learners of the Welsh language during the time that I have been learning the language – and one of the things I have noticed is just how many people there are with worries like this. |
| Felly pan gwnes i cychwyn gweithio gyda’r tîm sydd yn rhedeg cymuned ar-lein welshspeakingpractice.slack.com, un o’r pethau oeddwn i eisiau gwneud oedd dechrau sesiwn ar gyfer dechreuwyr a dysgwyr newydd sbon yn unig. | So when I started working with the team that run the welshspeakingpractice.slack.com online community, one of the things I wanted to do was to run a session for starters and brand new learners only. |
| Dw i wedi bod yn siarad gyda dysgwyr eraill ers amser maith ac un o’r pethau gwnes i sylweddoli bod llawer ohonyn nhw eisiau siarad gyda dysgwyr eraill – pobl sydd yn siarad yr un lefel fel nhw, pobl bod nhw yn gallu teimlo cyfforddus siarad o gwmpas. | I have been speaking with other learners for a long time and one of the things I realised is that lots of them wanted to speak with other learners – people that speak at the same level as them, people that they feel comfortable speaking around. |
| “Does neb i siarad Cymraeg gyda fi - achos dw i'n byw yn Tasmania. Mae yna grŵp bach dysgwyr ar bwys i fi, ond mae nhw yn cwrdd unwaith y mis yn unig, ac mae nhw yn cwrdd tra dw i'n gweithio. Felly, Mae Welshspeakingpractice yn perffaith i fi. Wnes i dechrau dysgu Cymraeg mis Mawrth gyda SaySomethingInWelsh a doeddwn i ddim yn siwr sut i ymarfer siarad tan wnes i darllen am WSP ar y Fforwm SSiW. Nawr, mae dal llawer i fi dysgu, ond mae hi'n hawddach pan galla i ymarfer beth dw i'n dysgu.” Meddai Jack Dale, Tasmania – aelod o welshspeakingpractice.slack.com | “I have no-one to speak Welsh with me – because I live in Tasmania. There’s a small group of learners near me, but they only meet once a month, and they meet while I’m working. So, Welshspeakingpractice is perfect for me. I started learning Welsh in March with SaySomethinginWelsh and I wasn’t sure how to practice speaking until I read about WSP on the SSIW Forum. Now, there’s still a lot for me to learn, but it is easier when I can practice what I learn” says Jack Dale, Tasmania – member of welshspeakingpractice.com |
| Mae yna amser cywir i ddechrau siarad gyda pobl sydd yn rhugl yn llwyr a hefyd mae yna amser i ddechrau siarad gyda dysgwyr gyda lefel uchaf o sgiliau gyda’r iaith. Ond... os dych chi yn un o’r pobl sydd yn teimlo yn nerfus iawn a dych chi yn poeni byddech teimlo yn embaras iawn – rhywbeth fel ein sesiynau bydd rhywbeth perffaith ar gyfer chi | There is a right time to start speaking to people that are completely fluent and there’s also a time to start speaking with learners that have a higher level of skills with the language. But.... if you are one of the people that feel very nervous and you worry that you’ll feel very embarrassed – something like our sessions will be something perfect for you. |
| Mae gyda ni lawer o pobl o reit dros y byd i gyd. Mae gyda ni nifer o pobl sydd yn dod o Gymru, fel byddech disgwyl. Ond hefyd, mae gyda ni dyn o Awstralia sydd yn ymuno rhan mwyaf o ein sesiynau. Mae fe yn ymuno ein sesiynau bron bob wythnos – hyd yn oed mae rhaid i fe codi 4 o’r gloch yn y bore er mwyn cymryd rhan! Mor ardderchog, enwedig pan dych chi yn ystyried mae fe yn gweithio fel meddyg teulu! | We have lots of people from all over the world. We have a number of people that come from Wales, as you would expect. But also, we have a man from Australia who joins most of our sessions. He joins our sessions almost every week, even though he has to wake up at 4 o’clock in the morning in order to take part! So excellent, especially when you consider that he works as a GP! |
| Beth dw i wedi bod yn trio gwneud gyda’r sesiynau ydy rhoi cyfle i dechreuwyr i cymryd rhan yn eu sgwrs cyntaf go iawn mewn amgylchedd diogel lle does dim angen iddo nhw poeni am gwneud camgymeriadau neu poeni am colli eu hyder a fynd yn ôl i Saesneg. | What I have been trying to do with the sessions is to give starters a chance to take part in their first real chat in a safe environment where there is no need to worry about making mistakes or worrying about losing their confidence and going back to English. |
| Rydym dechrau allan gyda pethau eithaf syml – gwneud ffrindiau gyda’i gilydd – dweud helo i bawb, ffeindio allan pwy sydd yn pwy, o le mae pawb yn dod, lle mae nhw gyd yn fyw cyn symud ymlaen. | We start out with quite simple things – making friends with each other – saying hello to everyone, finding out who’s who, where does everyone come from, where they all live before moving along. |
| Mae gyda ni ychydig o bobl hefyd sydd yn defnyddio y sesiwn fel modd i ymarfer eu sgiliau gwrando yn hytrach na cymryd rhan yn y sgwrs – ac mae hyn yn iawn perffaith. | We have a couple of people also that use the session as a way of practicing their listening skills instead of taking part in the conversation – and that is perfectly fine. |
| Pob tro byddai’n dweud wrth pawb “Os dych chi eisiau ymuno hanner ffordd trwy, dych chi yn croeso ddechrau siarad pryd bynnag dych chi eisiau” ac mae hynny yn gweithio yn iawn erbyn hyn. | Every time, I’ll tell everyone “If you want to join half way through, you’re welcome to start talking whenever you want” and that has worked out fine since then. |
| Wrth gwneud hyn, dw i eisiau pobl dechrau teimlo cyfforddus trafod pynciau arferol – eu bywydau, eu teulu, eu swydd, eu diddordebau, beth mae nhw yn hoffi gwneud ar y penwythnos, ble mae nhw yn bwriadu fynd ar eu gwyliau – pethau hollol arferol. Pryd dych chi yn gallu ddechrau trafod pethau arferol trwy’r cyfrwng Cymraeg, byddech ffeindio bod mae’r gweddill dod mor hawdd. | By doing this, I want people to start feeling comfortable discussing everyday subjects – their lives, their families, their job, their interests, what they like doing on the weekend, where they plan to go on their holiday – totally normal things. When you are able to start discussing normal everyday things through the medium of Welsh, you’ll find that the rest comes so easily. |
| Fy rôl yn y broses ydy cadw pawb yn hapus ac ymlacio. Pan mae sgwrs yn ddechrau dawel i lawr yn dipyn, byddai’n gofyn cwestiynau i bawb ac annog iddo nhw gofyn cwestiynau i bobl eraill. Byddai’n cynnig helpu i unrhyw un os dw i’n gweld nhw yn gwneud camgymeriadau enfawr – ond am y rhan mwyaf – dw i eisiau gadael y trafodaeth yn llif. | My role in the process is to keep everyone happy and relaxed. When the conversation starts to quieten down a bit, I’ll ask everyone questions and encourage them to ask questions to other people. I’ll offer help to anyone if I see them making massive mistakes – but for the most part, I like to let the conversation flow. |
| Byddai’n ateb cwestiynau fel “Beth ydy’r gair am.......” neu “Sut ydw i’n defnyddio hyn...” neu “Beth ydy’r ffordd gorau i ddweud hyn...” Ond fel dwedais i gynharach, mae’n mwy bwysig i fi gadael i trafodaeth yn llif a chofio beidio dweud unrhyw beth fydda’i ddim wedi eisiau clywed fy hun pan oeddwn i’n ddechrau. | I’ll answer questions like “What is the word for...?” or “How do I use this...?” or “What is the best way to say this....?” But as I said earlier, it’s more important that I let the discussion flow and remember to not say anything that I wouldn’t like to have heard myself when I was starting. |
| Byddech gwybod pan bydd gyda chi sesiwn llwyddiannus achos fydd dim llawer o pethau rhaid i chi ddweud er mwyn cadw y sesiwn yn fyw. | You’ll know when you’ll have a successful session because there won’t be a lot of things you have to do in order to keep the session alive. |
| Mae’n mor hyfryd i gweld rhywun ddechrau yr sesiwn yn teimlo yn nerfus iawn gyda llais dawel iawn tra ffeindio fe anodd iawn i ddweud unrhyw beth o gwbl, mynd a troi popeth o gwmpas yn ystod yr awr a newid reit o’r blaen o eich llygad! | It’s so lovely to see someone start the session feeling very nervous with a very quiet voice while finding it very difficult to say anything at all, go and turn everything around during the hour and change right in front of your eyes! |
| A dw i wedi gweld hyn yn digwydd llawer o tro cyn nawr – rhaid i chi stopio nhw am siarad pan oeddech trio gorffen y sesiwn ar y diwedd! | And I’ve seen this happen lots of times before now – you have to stop them from speaking when you’re trying to finish the session at the end! |
| Mae cynllun gyda pobl sydd yn ymuno ein sesiynau ydy rhoi cyflwyniad cyflym iddo nhw, helpu nhw datblygu eu sgiliau siarad mewn amgylchedd diogel a mewn amser byr cyn symud iddo nhw ymlaen i’r sesiynau eraill rydym cynnig ar y cymuned – lle bydden nhw yn siarad gyda pobl sydd wedi bod yn siarad Cymraeg am gyfnod hirach na nhw. | The plan with the people that join our sessions is to give them a quick introduction, help them develop their speaking skills in a safe environment and in a short space of time before moving them along to the other sessions we offer on the community – where they will be speaking with people who have been speaking Welsh for a longer period of time. |
| Mae gan y cymuned mwy na 250 o bobl sydd yn cymryd rhan yn sgwrsiau bob dydd. Y peth rydym wedi bod yn trio gwneud ydy rhedeg un sesiwn pob nos ar 7 o’r gloch gyda siaradwr profiadol sydd yn gallu rhedeg y sesiwn gyda hyder ac yn gwybod digon er mwyn helpu pobl allan os maen nhw eisiau gofyn cwestiynau. Y peth mwyaf pwysig rydym wedi ceisio gwneud ydy helpu | The community has more than 250 people who take part in chat sessions every day. The thing we have been trying to do is run one session every night at 7 o’clock with an experienced speaker who can run the session with confidence and know enough in order to help people out if they want to ask questions. The most important thing we have trïed to do is to help different people make contact with each other. |
| Mewn diwrnod arferol, byddai’n siarad gyda bobl o Aberaeron, Caernarfon, Castell Nedd, a Chasnewydd – ond hefyd dw i’n siarad yn eithaf aml gyda pobl o Awstralia, Ffindir, Ffrainc ac Almaen! Pobl sydd yn gallu siarad Cymraeg yn anhygoel! | In a typical day, I’ll speak with people from Aberaeron, Caernarfon, Neath and Newport – but also I speak very often with people from Australia, Finland, France and Germany! People who can speak amazing Welsh! |
| Cymryd rhan a chwarae rôl pwysig gyda camau gyntaf dysgwyr yn rhywbeth pwysig iawn i fi. Dw i’n cofio ffeindio fe anodd iawn i ffeindio adnoddau fel hyn pan oeddwn i newydd dechrau dysgu y Gymraeg ac os oedd rhywbeth fel hyn ar gael ar y bryd bysai wedi bod y person gyntaf i ymuno! | Taking part and playing an important role with the first steps of learners is something very important for me. I remember finding it very difficult to find resources like this when I was just starting to learn Welsh and if something like this was available at the time then I would have been the first person to join! |
| Mae’r grŵp wedi bod yn agor ers 2-3 mis nawr, ond rydym wedi gweld pobl datblygu eu Gymraeg mewn ffordd enfawr mewn amser byr. | The group has been open for 2-3 months now, but we have seen people develop their Welsh in a big way in a short space of time. |
| Beth sydd wedi bod yn braf i fi ydy gweld pobl swil dod mas a cymryd rhan yn sgwrsiau 1:1 gyda aelodau eraill heb cymryd rhan yn unrhyw hangouts enfawr gyda’r gweddill ohonyn ni. Dw i’n nabod un fenyw o’r ardal Machynlleth, byddai hi yn lladd fi os dw i’n rhoi ei enw allan.. ond mae hi wedi bod yn siarad a cwrdd mwy nag 120 aelodau eraill ers wnaeth hi ddechrau 2 mis yn ôl! | What has been nice for me is to see shy people come out and take part in 1:1 chats with other members without taking part in any massive hangouts with the rest of us. I know one lady from the Machynlleth area, she would kill me if I were to give her name out… but she has been speaking and meeting more than 120 other members since she started 2 months ago! |
| “Ers gwnes i ymuno WSP, dw i wedi teimlo mwy hyderus siarad yn y Gymraeg, hyd yn oed yn y gwyllt. Hefyd, mae yn dda i gweld siaradwyr eraill ar gamera” Meddai John Young, aelod arall welshspeakingpractice.slack.com. | “Since I joined WSP, I have felt more confident speaking Welsh, even in the wild. Also, it’s good to see other speakers on camera” says John Young, another member of welshspeakingpractice.slack.com. |
| Y peth gorau am bopeth? Mae cymuned yn agored i bawb, ac mae’n hollol am ddim! Os mwy o bobl ymuno’r cymuned – bydd llawer mwy o cyfleon i ffeindio rhywun i siarad gyda chi, does dim ots pa amser ydy hi neu ble dych chi yn byw. Ymunwch ni nawr! Gwna i rhoi’r tegell ymlaen. | The best thing about everything? The community is open to everyone and it is totally free! If more people join the community – there’ll be lots more opportunities to find someone to speak with you, no matter what time it is or where you live. Join us now! I’ll put the kettle on. |
| Nodiadau Er mwyn cael mynediad i’r cymuned welshspeakingpractice.slack.com ewch e-bost at admin@saysomethingin.com gyda’r pwnc “WSP” gyda eich enw llawn. | Notes In order to access the welshspeakingpractice.slack.com community, send an email to admin@saysomethingin.com with the subject “WSP” with your full name. |
| Er mwyn cael profiad gorau gyda’r sesiynau dw i’n awgrymu bod chi yn defnyddio: Gwe-cam (Does dim rhaid i chi defnyddio eich gwe-cam, ond y rhan mwyaf o bobl yn gwneud) USB Headset neu Handsfree kit ar gyfer ceir. (Maen nhw yn dod gyda rhan mwyaf ffonau symudol dyddiau hyn) Google Chrome porwr gwe. (Dw i wedi ffeindio bod Chrome yn gweithio lot gwell na’r eraill gyda’r rhaglen rydym defnyddio). | In order to get the best experience with the sessions I recommend that you use: Webcam (You don’t have to use your webcam, but most people do) USB Headset or a Handsfree kit for your car (They come with most mobile phones these days). |
| Llawer o bobl defnyddio eu ffonau symudol neu tabled gyda’r apiau fel “Slack” a “Google Hangouts” – Mae hyn yn iawn hefyd. | Lots of people use their mobile phones or tablets with apps like “Slack” and “Google Hangouts” – This is fine also! |
Mewn diwrnod arferol, byddai’n siarad gyda bobl o Aberaeron, Caernarfon, Castell Nedd, a Chasnewydd – ond hefyd dw i’n siarad yn eithaf aml gyda pobl o Awstralia, Ffindir, Ffrainc ac Almaen! Pobl sydd yn gallu siarad Cymraeg yn anhygoel!
Welshspeakingpractice.slack.com
youtube.com/learnwelshwithnicky
thenickyroberts
Ymwadiad / Disclaimer
Ysgrifennwyd rhai o’r erthyglau ‘Dysgwyr’ gan bobl sydd eisoes wrthi’n dysgu Cymraeg. Efallai y dewch ar draws rhai camgymeriadau ieithyddol yn y Gymraeg o bryd i’w gilydd.
Some of the ‘Learner’ articles have been written by those who are still learning Welsh. You may therefore come across some linguistic errors in the Welsh from time to time.
Kerstin is a German who has learnt English, French, a little of Spanish and Italian, some Russian, and now she is learning Welsh. She runs the website Fluent, which gives advice to people about learning languages, and the podcast Fluent Show. Here she shares her experience…
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| Pan dych chi’n dysgu eich iaith dramor gyntaf, mae popeth yn teimlo yn od. Rhywle yn eich meddwl chi, mae’n teimlo’n bonkers medru defnyddio’r iaith ‘na yn hyderus un diwrnod. | When you are learning your first foreign language, everything feels bizarre. Somewhere in your mind, it seems nuts that you might know that language confidently one day. |
| Dych chi’n ystyried pobl amlieithog, dych chi'n edrych ar ychydig o fideos ar YouTube, dych chi’n darllen ychydig o erthyglau ar-lein. Mae’n amlwg bod pobl allan yno sy’n dysgu ieithoedd. Maen nhw’n dysgu mwy nag un iaith - mae rhai pobl hyd yn oed yn gwybod 10 iaith! | You start to look around at multilingual people, you watch a few YouTube videos, read a few blog articles. There are clearly people out there who are learning languages. They seem to know more than just one or two - some people know more than 10 languages! |
| Fi, dw i’n mwynhau dysgu iaith. Mae hyn wedi bod yn hobi am flynyddoedd. Dw i’n siarad Almaeneg, Saesneg, Ffrangeg, ychydig o Sbaeneg ac Eidaleg, peth Rwsieg, ac wrth gwrs dw i’n dysgu Cymraeg hefyd! | Me, I enjoy learning languages. It has been my hobby for years. I speak German, English, French, a little of Spanish and Italian, some Russian, and of course I'm learning Welsh as well! |
| Y flwyddyn ddiwethaf, cyflwynais i weithdy am ddysgu ieithoedd, a gofynnodd un o’r aelod o'r gynulleidfa gwestiwn diddorol iawn: | Last year, I presented a workshop on learning leanguages, and one of the audience members asked a very interesting question: |
| Ydy e'n dechrau dod haws pan rwyt ti'n dysgu mwy o ieithoedd? | Does it get easier when you are learning more languages? |
| Yr ateb byr yw “Ydy”- yn bendant. Dyma’r pethau sydd yn wahanol ac yn helpu pan ti’n dysgu dy seithfed iaith. | The short answer is "yes"- it definitely does. Here are the things that are helpful, relevant, and different when you are learning your seventh language. |
| 1) Dych Chi'n Gwybod Pa Strategaeth Sy’n Gweithio I Chi | 1) You Know What Language Learning Strategy Works For You |
| Pan ddechreuais i ddysgu ieithoedd, roedd un ffynhonnell o wybodaeth oedd wedi dweud wrtha i sut i ddysgu ieithoedd: fy athro. Doedd neb wedi dweud wrtha i am y dull Goldlist, Anki neu'r Wyddor Ffonetig Ryngwladol. | When I first started learning languages, there was one source of information that told me how to learn languages: my teacher. No one told me about the Goldlist method and Anki or the International Phonetic Alphabet. |
| Mae'n swnio fel ces i lawer o gyfleoedd i fynd yn anghywir, cywir? Ond roedd un peth da am fod yn fy swigen ynysu iaith: ces i'r rhyddid i ddatblygu strategaeth dysgu sydd wedi gweithio i fi. | Sounds like I had all the chances to mess up, right? But my language isolation bubble had a silver lining: I had the freedom to develop a learning strategy that works for me. |
| Gwnes i roi'r gorau i bethau sydd yn gwastraffu fy amser, a gwnes i berffeithio’r rheiny o ni eu hangen. Gwnaeth fy Mam fwynhau gweld taflenni geirfa ar y drych yn yr ystafell ymolchi. Gwnes i drio, profi a thyfu fy nghynllun, a dysgu i ymddiried yn fy ngreddf. | I simply discarded the things that waste my time, and perfected those that I needed. I amused my Mum with vocab sheets taped to the bathroom mirror. I tried, tested, and grew my own masterplan, learning to trust my instincts. |
| Os dych chi'n dilyn blogiau dysgu ieithoedd, dych chi'n gwybod bod lot o ddulliau ar gael. Mae blogwyr fel Benny Lewis yn hybu siarad yn gyflym iawn yn y broses; mae eraill fel Gabe Wyner yn siarad am feistroli ynganiad. Beth dych chi'n darganfod dros gyfnod o sawl blwyddyn o ddysgu ieithoedd yw dych chi wastad yn gwneud e yn gywir. Mae'r amheuaeth o os dych chi'n defnyddio'r "modd cywir" yn diflannu. | If you follow language learning blogs, you know that there are many methods out there. Bloggers like Benny Lewis advocate speaking very early in the process, others like Gabe Wyner talk about pronunciation above all things. What you discover over the course of many language learning years is that you are always doing it right. The doubt of whether you are using "the best method" simply goes away. |
| Y gyfrinach i ddysgu unrhyw iaith yw: Peidiwch stopio! | The big secret to learning any language is this: Just don't stop! |
| 2) Dych Chi'n Dechrau Datblygu Hyder Am Eich Sgil Dysgu Iaith | 2) You Become Confident About Your Language Learning Skill |
| Wrth i bobl ddysgu iaith yn yr ysgol, maen nhw'n aml yn dysgu iaith mewn bocs. Maen nhw ar y cwricwlwm, felly maen nhw'n cael eu haddysgu mewn dosbarth a phrin maen nhw'n cael eu defnyddio tu fas y dosbarth. Mae'r syniad bod cymunedau sydd yn byw eu bywydau mewn geiriau gwahanol yn swnio’n eithaf neis... ond beth ydy hynny i wneud gyda chi? | When people learn a language in school, they often experience languages in a box. They are on the curriculum, so they're taught inside a classroom and rarely used outside of one. The idea that there are whole communities in the world actually living their lives in different words seems kinda nice...but what's it got to do with you? |
| Hyd yn oed adegau arholiad, dych chi'n cael eich profi ar theori a sgil haniaethol. Mae'r papurau arholiad yn berthnasol i ramadeg a geirfa gywir. Mae hyn yn bwysig iawn, ond mae'n colli ma's ar y rhan gorau o ddysgu iaith: sef sylweddoli dych chi'n gallu creu cysylltiad arbennig, nawr. | Even at exam times, you're tested on theory and abstract skill. The exam papers are about correct grammar and vocabulary. That's undoubtedly important, but it misses out on the greatest part of learning a language: realising that you can make an amazing connection, right now. |
| Pan dych chi'n dechrau gyda'ch iaith gyntaf, neu hyd yn oed gyda’ch ail neu’ch trydedd, mae cwestiwn tu fewn: "Ydw i wir yn gallu gwneud hyn?" | When you start out with your first language or even your first two or three, there is that lurking question inside: "Am I really able to do this?" |
| Ond wrth i chi aros gyda'r broses, dyma beth sydd yn newid: mae'n gorffen bod yn rhywbeth i’r dosbarth yn unig. Does neb sydd yn dysgu eu pumed neu chweched iaith wedi cyrraedd yna heb ffeindio sbarc sydd yn tynnu eu hiaith allan o’r bocs. Mae'r sbarc yn wahanol i bob ohonom ni, ond unwaith mae’r sbarc gyda chi, dych chi'n gwybod dydy'r nod ddim yn ‘berfformiad da". Mae am gysylltu â rhoi ffydd yn y broses. | But as you stick with the process, here is what changes: It stops being a classroom exercise. No one who is learning a 5th or 6th has got there without finding a spark that brings their language out of the box. The spark is different for all of us, but once you've got it, you know that "good performance" isn't the point. It's all about connection and trusting the process. |
| Nawr, dydw i ddim yn gofyn os dw i'n gallu gwneud hyn. Dw i'n gwybod fy mod i, gydag amser ac ymdrech, dw i'n gallu dysgu unrhyw iaith i safon uchel iawn. Y rheswm am hyn yw achos mod i'n gwybod does dim ots – bydda i wastad yn gwneud hyn i fy hunan, hefyd. Dyna beth wnaeth y sbarc i fi. | I no longer ask myself if I can do this. I know that, given time and dedication, I can learn any language to a very high level. And the reason I know this is because I know that it doesn't matter - I will always be doing this for myself, too. That's what the spark did for me. |
| 3) Dych Chi'n Sylweddoli Bod Mwy O Ieithoedd I’w Dysgu | 3) You Realise There Are Always More Languages to Learn |
| Does dim ots os dych chi wedi dysgu un, saith neu ugain: bydd wastad mwy o ieithoedd i ddysgu. Mae bod yn ddysgwr iaith cynhyrchiol yn ymrwymiad bywyd - tipyn bach fel newid ffordd o fyw. Dw i newydd sylweddoli mod i ddim yn mynd i ddysgu pob iaith ar fy rhestr, achos bydd y rhestr yn parhau i dyfu. | No matter if you have learnt one language, or seven, or 20: there will always be more languages to learn. Being a prolific language learner is a lifetime commitment- a little like a lifestyle change. I have now realised that I am never going to learn all the languages that are on my list, because that list is forever going to grow. |
| Mae cymaint o amrywiaeth yn ein planed ac yn yr hil ddynol. Rydym wedi ein bendithio â miloedd o ieithoedd, systemau cyfathrebu a sgriptiau. Unwaith dych chi'n dechrau dysgu un neu ddwy o'r ieithoedd rheiny, dych chi'n dod i mewn i’r byd anhygoel o gyfathrebu dynol. Ac erbyn iaith saith, byddwch chi wrth eich bodd gyda’r arfer o gyfathrebu. | Our planet and the human race are so wonderfully diverse. We are blessed with thousands of languages, communication systems and scripts. Once you dive into learning one or two of those languages, you enter this amazing world of human communication. And by language number seven, you'll have caught the communication bug. |
| Mae hyd yn oed y bobl fwyaf amlieithog yn y byd yn gwybod llai na 100 o ieithoedd. Ac yn sicr, dydyn nhw ddim wedi cwpla. Hyd yn oed nawr, dydyn nhw ddim wedi cwpla. Mae’n rhaid i fi weithio’n galed o hyd i ddysgu iaith newydd, a dw i'n dal yn teimlo fel dydw i ddim yn gwybod dim byd. Dylech chi ennill rhuglder mewn sawl iaith- bydd yn agor eich meddwl i beth dydych chi ddim yn gwybod! | Even the most multilingual people in the world know fewer than 100 languages. They're certainly not done. I still have to work hard to learn a new language, and I still feel like I know nothing. Achieve fluency in many languages - it will open your mind to what you don't know! |
| 4) Chi'n Gwybod, Dydy Bod Yn Amlieithog ddim yn arbennig | 4) You Know Being a Polyglot Isn't Special |
| Mae dysgu ieithoedd tramor yn hobi anarferol, ac mewn diwylliannau uniaith fel y DU mae'n brin iawn. Ar yr un pryd, mae'r rhan fwya o bobl wedi cyffwrdd rhan o iaith dramor - digon i wybod ei fod yn gallu gwneud i’ch ymennydd roi dolur. Felly, mae pobl yn dod i'r casgliad bod angen sgil benodol i ddysgu iaith (efallai ymennydd gwahanol?). | Learning foreign languages is an unusual hobby, and in monolingual cultures like most of the UK, it's even more of a rarity. At the same time, most people have had some contact with a foreign language- enough to know that it can make your brain hurt. So the conclusion people draw becomes that it takes a special language gift (perhaps a different brain?). |
| Dw i'n credu bod dysgu sawl iaith dramor yn gampwaith anhygoel. Mae'r gwaith, ymrwymiad, ffocws ac ymdrech sydd gan ddysgwyr iaith cynhyrchiol yn anhygoel. | I believe that learning many foreign languages is a wonderful and incredible achievement. The work, commitment, focus, and dedication of prolific language learners are incredible. |
| Ond dylech chi wybod nid oes genyn iaith, neu ymennydd amlieithog. Mae'r un fath o allu gyda rhywun sydd yn gwybod sawl iaith ag sydd gyda chi. Unwaith dych chi ar iaith rhif pump neu ddeg, dych chi'n fwy effeithiol, ac yn gwybod mwy am eich hoff ddulliau. Ond mae dal yn waith caled. | But know that there is no language gene, or polyglot brain. You have just the same kind of ability as someone who knows many languages. When you are on language number five or ten, you're more efficient, knowing more about your own favourite methods. But it's still hard work. |
| Felly dyma fy mhrif bwynt: dylech chi ddysgu iaith achos bydd yn dangos pethau anhygoel i chi am eich gallu eich hun. Does dim byd arbennig iddo fe a dweud y gwir, dim byd nad yw e gyda chi’n barod beth bynnag. | So here's my main point: you should learn a language because it will show you incredible things about your own capabilities. There's nothing to it, really; nothing you've not got already, anyway. |
Y gyfrinach i ddysgu unrhyw iaith yw: Peidiwch stopio!
Am lawer mwy o wybodaeth am hyfforddi a mynedfa i lawer o becynnau cymorth a thaflenni gwaith, defnyddiwch fy llyfr ‘The Vocab Cookbook’ ac ewch i’r Cylchlythyr Iaith Rugl heddiw – methu aros i ddweud helo i chi arno fe!
For more information about coaching and access to lots of free toolkits and worksheets, check out my book ‘The Vocab Cookbook’ and hop onto the Fluent Language Newsletter today – can’t wait to say hello to you on there!
fluentlanguage.co.uk Podcast: fluent.show fluentlanguage
Featured image: Kerstin’s notes from a course at Welsh for Adults- Glamorgan
Mae’r cwrs Welsh for English Speakers ar Duolingo wedi cyrraedd miliwn o ddefnyddwyr ym mis Ebrill 2018, a dim ond ym mis Awst 2016 y cafodd ei lansio. Sut mae e wedi bod mor llwyddiannus? Mae Jonathan Perry, un o arweinwyr y cwrs, yn esbonio mwy… The course Welsh for English Speakers on Duolingo has]]>
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The course Welsh for English Speakers on Duolingo has reached 1 million users in April 2018, but it was only launched in August 2016. How has it been so successful? Jonathan Perry, one of the course leaders, explains more…
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| Mae'r cwrs Welsh for English Speakers ar Duolingo wedi cyrraedd miliwn o ddefnyddwyr ym mis Ebrill 2018, a dim ond ym mis Awst 2016 y cafodd ei lansio. Sut mae e wedi bod mor llwyddiannus? Mae llwyddiant y cwrs Duolingo oherwydd pa mor hawdd y mae ymuno a dysgu â’r ap neu’r wefan am ddim. Dim ond munud mae’n gymryd i ymuno â’r cwrs a 5 munud y dydd i ddefnyddio’r cwrs. Ble bynnag ydych chi, beth bynnag dych chi’n wneud, os oes 5 munud sbâr gyda chi mae’r ap ar y ffôn yn eich bag/poced, ar y tabled ar eich desg, ar y porwr ar eich cyfrifiadur. Mae e’n hawdd dysgu ar Duolingo. Dych chi’n gosod eich targed eich hunan a gweithio at hynny bob dydd. Os dych chi’n cyrraedd eich targed dych chi’n ennill Lingots ac XP. Mae Duolingo wedi troi dysgu iaith yn gêm sy’n apelio at oedolion a phlant. Efo 1,000 o bobl newydd yn ymuno â’r cwrs a 7,000 o bobl yn defnyddio’r cwrs bob dydd, mae’n amlwg bod y Gymraeg yn denu sylw mawr ledled y byd. | The course Welsh for English Speakers on Duolingo has reached 1 million users in April 2018, but it was only launched in August 2016. How has it been so successful? The course’s success on Duolingo is down to how easy it is to join the course and learn Welsh on the app or website totally free. It only takes a minute to join the course and 5 minutes a day to use it. Wherever you are, whatever you’re doing, if you have a spare 5 minutes the app is on the phone in your bag/pocket, on the tablet at your desk, in the browser on your computer. It’s easy to learn on Duolingo. You set your own target and work towards it every day. If you reach your target you win Lingots and XP. Duolingo has turned language learning into a game which appeals to both adults and children. With 1,000 new people joining the course and 7,000 individuals using the course every day, it’s obvious that Welsh is attracting attention all over the world. |
| Beth sydd yn denu cymaint â hynny o bobl i’w ddefnyddio – beth dych chi’n ei gynnig sydd yn wahanol i gyrsiau eraill? Yn wahanol i gyrsiau eraill, dim ond 5 munud bob dydd mae Duolingo’n gymryd ac mae’r cwrs cyfan am ddim. Mae’r ap ar gael ar Android, iOS, Windows ac mae’r cwrs ar gael ar-lein ar duolingo.com. Hefyd, mae’r ap yn erfyn da i addysgwyr. Mae’n bosib creu dosbarthiadau ar schools.duolingo.com, gosod gwaith cartref a dilyn cynnydd eich dysgwyr. | What attracts that amount of people to using it- what do you offer that is different to other courses? Unlike other courses, it only takes 5 minutes a day to use Duolingo and the whole course is free. The app is available on Android, iOS, Windows and the course is available on-line at duolingo.com. The app is also a useful tool for educators. It’s possible to create classes at schools.duolingo.com, set homework and follow your students’ progress. |
| Pa fath o ddemograffig sydd gyda chi- ai pobl o’r tu fas i Gymru yn bennaf sydd yn ei ddefnyddio? Mae 40% o’n dysgwyr yn y Deyrnas Unedig, 33-40% yn yr Unol Daleithiau a’r gweddill ledled y byd. | What sort of demographic do you have- is it mainly people outside of Wales that use it? 40% of our learners are in the United Kingdom, between 33-40% in the United States and the rest all over the world. |
| Mae'r cwrs wedi cael ei greu gan wirfoddolwyr yn unig. Pa fath o gefndir a phrofiad sydd gan eich cyfrannwyr? Mae amrywiaeth o brofiad gyda ni ar y tîm ond y peth sy’n ein cysylltu ni i gyd yw gweledigaeth cael cwrs Cymraeg ar gael am ddim i bawb ledled y byd. Mae’r rhan fwyaf ohonon ni’n diwtoriaid Cymraeg i Oedolion profiadol ac yn dysgu’r Gymraeg i gannoedd o bobl bob wythnos mewn dosbarthiadau yn y gymuned. Dyn ni’n defnyddio’r sgiliau sy gyda ni fel tîm i ddatblygu, cadw a hyrwyddo’r cwrs ar Duolingo’n wirfoddol yn ein hamser sbâr. | The course has been created by volunteers only. What sort of background and experience do your contributors have? There is a variety of experience on the team but what connects us all is the vision of a Welsh course available to everyone anywhere in the world for free. Most of us are experienced Welsh for Adults tutors and teach hundreds of people each week in community-based classes. We use our skills as a team to develop, maintain and promote the Duolingo course voluntarily in our spare time. |
| Wrth ddysgu iaith, mae'n bwysig iawn ei defnyddio hi, ond mae'n anodd i rai o ddefnyddwyr Duolingo fynd i ddosbarthiadau a gweithgareddau. Sut mae pobl sydd yn dysgu gyda chi yn defnyddio'r iaith? Mae hyn yn her sy’n wynebu pob cwrs ar Duolingo. Ar y wefan, mae labordy Duolingo Events ar gael lle mae’n bosib sefydlu grŵp lleol a gwahodd i bobl ymuno â chi er mwyn ymarfer iaith. Does neb wedi dechrau un yn Gymraeg eto, ond mae’ hollol bosib y bydd hynny’n digwydd yn y flwyddyn nesaf. I unrhyw ddefnyddiwr yng Nghymru, mae sawl digwyddiad Cefnogi Dysgwyr yn cael ei drefnu gan y canolfannau lleol ac os ydyn nhw am fynd i’r rhain, dylen nhw fynd i dysgucymraeg.cymru ac edrych ar dudalen eu canolfan leol. Mae Dysgu Cymraeg Gwent yn cynnig dosbarthiadau Skype hefyd ac mae gyda ni sawl dysgwr/dysgwraig dramor sy’n cysylltu â thiwtor i ddysgu ac ymarfer eu Cymraeg yn rheolaidd. Wrth gwrs, mae Cymru’n lle braf am wyliau a dw i’n siŵr y byddai croeso mawr i unrhyw un sy’n dysgu’r iaith ddod i ymweld â ni yma yng gwlad y gân. | When learning a language, it's very important to use it, but it's awkward for some Duolingo users to go to classes and events. How do people who are learning with you use the language? This is a challenge facing every course on Duolingo. On the website, there is a lab called Duolingo Events where people can set up a local Group and invite people to practice a language. There aren’t any for Welsh yet but it’s very possible that this will happen in the next year. For any users in Wales, many Learner Support events are organised by their local centres and if they’d like to attend any of these, they should go to learnwelsh.cymru and look at their local provider’s page. Dysgu Cymraeg Gwent also offer Skype lessons and we have several learners living abroad who regularly Skype our tutors to learn and practice their Welsh. Of course, Wales is a great holiday destination and I’m sure anyone learning the language would receive a great big welcome if they were to visit us here in the land of song. |
| Mae yna lawer o bobl sydd eisiau cynyddu nifer siaradwyr. Fel prosiect llwyddiannus dros ben, pa gyngor sydd gyda chi i sefydliadau eraill? Peth pwysicaf yw defnyddio’r offer iawn i’ch cynulleidfa a bod yn hyblyg. Â Duolingo, dyn ni wedi gallu cyrraedd bedwar ban y byd mewn llai na 2 flynedd. Hefyd, mae’r ap yn teilwra’i hun i’ch dull dysgu personol wrth i chi ei ddefnyddio, po fwya dych chi’n ei ddefnyddio, y gorau mae’n eich nabod. Mae’n hollbwysig bod ni yng Nghymru’n gwneud y Gymraeg yn hygyrch, hwyl a hawdd ei weld yn gyhoeddus. Â’r technoleg sydd ohoni, mae mynediad i’r Gymraeg a dysgu’r Gymraeg yn nwylo bron pawb ac mae’n rhaid i ni gymryd mantais o hynny er mwyn sicrhau bod ni’n cyrraedd y cynulleidfa mwyaf posib. | There are lots of people who want to increase the number of speakers. As a very successful project, what advice can you give to other organisations? The most important thing is using the right tools for your audience and being flexible. With Duolingo, we’ve been able to reach around the world in less than 2 years. Also, the app tailors itself to your own learning style, the more you use it the better it knows you. It’s vital that we in Wales make the Welsh language accessible, fun and publicly visible. With the technologies that exist, the Welsh language and a way to learn it is in nearly everyone’s hands and we must take advantage of that to ensure that we reach the widest possible audience. |
| Rwy’n dychmygu bod gyda chi gynlluniau i ymestyn beth mae Duolingo yn ei gynnig. Beth sy’n digwydd nesaf a sut all pobl gyfrannu? Mae cynlluniau gyda ni a cham nesaf ein taith yw cydweithio â’r Ganolfan Dysgu Cymraeg Genedlaethol i sicrhau bod ein cwrs ni’n cyd-fynd â’r cyrsiau newydd sbon fydd yn cael eu cyhoeddi dros y blynyddoedd nesaf a chysylltu ein hadnoddau er mwyn creu’r profiad dysgu gorau posib i bawb. Hoffen ni weld mwy o athrawon a thiwtoriaid yn defnyddio Duolingo i greu dosbarthiadau eu hunain er mwyn cefnogi’u dysgwyr pa bynnag lefel y maen nhw. Mae croeso i unrhyw un sydd gan ddiddordeb mewn gwirfoddoli neu sy eisiau mwy o wybodaeth gysylltu â ni drwy dudalen y cwrs, neu ar Drydar @Welsh_Duolingo neu ar ein tudalen Facebook Duolingo Welsh Learners. | I can imagine that you have plans to extend what Duolingo offers. What is coming up and how can people contribute? We have plans and the next step in our journey is to work with the National Learn Welsh Centre to ensure that our course works with the brand-new courses that will be released in the coming years and connect our resources in order create the best possible learning experience for everyone. We’d like to see more teachers and tutors creating their own classrooms on Duolingo to support their learners whatever their level. Anyone with interest in volunteering or just looking for more information is welcome to contact us through the course page, on Twitter @Welsh_Duolingo or on our Facebook page Duolingo Welsh Learners. |
Myra Awodey, Lead Community Specialist at Duolingo, played a key role in overseeing the Welsh course development and contributed:
| Mae cyrraedd miliwn o ddysgwyr Cymraeg ar Duolingo yn garreg filltir arbennig, yn arbennig wrth gofio bod Llywodraeth Cymru wedi gosod ei darged, ddwy flynedd yn ôl, o gyrraedd miliwn o siaradwyr erbyn 2050. | Reaching one million Welsh learners on Duolingo is an incredible milestone, especially given the fact that two years ago, the Welsh government announced its goal to reach one million speakers of the language by 2050. |
| Hyd yn oed cyn i ni ddechrau datblygu ein cwrs Cymraeg, roedden ni’n gweld llawer o alw am yr iaith. Roedden ni hyd yn oed wedi clywed yn uniongyrchol oddi wrth Carwyn Jones, Prif Weinidog Cymru, ac eraill, a ysgrifennodd atom ni i sôn am bwysigrwydd amddiffyn a lledaenu’r iaith. Mae’n ein calonogi ni bod ein cwrs wedi rhoi cyfle i gymaint o bobl dros y byd i gyd i ddysgu’r iaith bwysig ac arbennig yma. | Even before we began developing our Welsh course, we saw quite a lot of demand for the language. We even heard directly from Carwyn Jones, the First Minister of Wales, and others who wrote to us about the importance of preserving and spreading the language. It's very encouraging to know that our course has given so many people worldwide the opportunity to learn this important and special language. |
Mae’n hollbwysig bod ni yng Nghymru’n gwneud y Gymraeg yn hygyrch, hwyl a hawdd ei weld yn gyhoeddus.
Dyma fideo dysgwr yn siarad Cymraeg ar ôl defnyddio Duolingo am ddim ond 3 wythnos:
Here’s a video of a learner speaking Welsh after learning on Duolingo for just 3 weeks:
duolingo.com/course/cy/en/Learn-Welsh-Online
The Gŵyl Ddewi Arall (Another Festival) is a jam-packed weekend of literature, music and art in Caernarfon to celebrate St David’s Day and Welshness. Here, Dani Schlick, an applicant who reached the final round of the 2017 Learner of Year competition, speaks about her experience of visiting there…
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| Unwaith eto dôth ddydd Gŵyl Dewi i Gaernarfon. Mi ddôth â thywydd oer iawn eleni, ond unwaith eto dôth Ŵyl Ddewi Arall i Gaernarfon i roi croeso cynnes i bawb – pobl leol neu o bell i ffwrdd, Cymry Cymraeg a dysgwyr. | Once again it was time for Gŵyl Ddewi Arall to come to Caernarfon. It brought cold weather this year, but again it came to Caernarfon to give a warm welcome to everybody – local people and people from far away, Welsh native speakers and learners. |
| Bob blwyddyn bydd sgyrsiau difyr, teithiau diddorol a nosweithiau hwyliog yn ystod Gŵyl Ddewi Arall. A phob blwyddyn rydw i’n edrych ymlaen at y penwythnos hwnnw. | Every year it offers interesting talks and walks and entertaining evenings. And every year I am looking forward to that weekend. |
| Eleni es i i wrando ar Bob Morris, hanesydd o Benygroes ger Caernarfon, yn siarad am chwedl Madog a hanes John Evans Waunfawr. Mae gwybodaeth eang iawn o hanes Cymru gan Bob Morris. | This year I went to listen to Bob Morris, a historian from Penygroes near Caernarfon, speaking about the legend of Madog and the story of John Evans Waunfawr. Bob Morris has such a wide knowledge of Welsh history. |
| Sgwrs ddiflas a sych am ffeithiau hanesyddol, dach chi’n meddwl? Naci, sgwrs hynod o ddiddorol a ddoniol am chwedl Tywysog Madog oedd yn darganfod America (wrth gwrs!) a John Evans Waunfawr oedd yn teithio drwy America gan chwilio am yr Indiaid Coch Cymraeg (wrth gwrs). Chafodd o mo hyd i’r Indiaid Coch Cymraeg- tybed ai chwedl oedd hyn? Beth bynnag, mae’r byd Cymraeg mor fach, hyd yn oed ar gyfandir mawr America. | So, a boring talk about historic facts, you think? No, an absolutely interesting and funny talk about Prince Madog, who found America (of course!), and John Evans Waunfawr, who travelled through America looking for the Indians who were speaking Welsh (of course). He didn’t find them- I wonder if this was just a legend? Anyway, the Welsh world is small, even on the huge American continent. |
| Ar ôl gwrando ar Bob Morris yn siarad am chwedlau a hen hanes Cymru, caethon ni’r pleser mawr o wrando ar Dewi Llwyd yn siarad am ei waith fel cyflwynydd radio a theledu ac am ddigwyddiadau Cymru a’r byd heddiw. | After Bob Morris’ talk about legends and old Welsh history, we had the big pleasure of listening to Dewi Llwyd talking about his work as a radio and TV presenter and about what is happening in Wales and in the world today. |
| Fel rhan o’i waith mae Dewi Llwyd yn teithio ledled Cymru ac i wledydd ar draws y byd i wneud yn siŵr y byddwn ni’n gwybod beth sydd yn ei ddigwydd. Rydw i’n nabod Dewi Llwyd o Radio Cymru gan fod i’n gwrando ar Post Prynhawn bob dydd ar y ffordd adra o’r gwaith. Dyn go ddifrif ydy o ar y radio, person sydd yn cyflwyno’r newyddion a’r digwyddiadau mewn ffordd wrthrychol a theg. | Part of Dewi Llwyd’s work is travelling across Wales and to countries all over the world to make sure we get to know what is happening. I know Dewi Llwyd from Radio Cymru, because I listen to Post Prynhawn every day on my way home from work. He is a serious person on the radio, somebody who will present the news and events in an objective and fair way. |
| Am syndod gweld yr un dyn yn rhoi sgwrs i ni mewn ffordd hollol hamddenol a ddigrif! Mi gaethon ni gipolwg bach o’i waith cyflwyno’r rhaglen Pawb a’i Farn. Ac wrth gwrs siaradodd o am ei waith ysgrifennu ei lyfr cyntaf o’r un enw. Ces i gymaint o hwyl gwrando ar y straeon difyr iawn- well i mi ddechrau darllen y llyfr rŵan! | What a surprise to see this same man giving a talk being completely relaxed and funny! He gave us a glance of his work presenting the programme Pawb a’i Farn. And of course he spoke about his work writing his first book bearing the same title. I had so much fun listening to his entertaining stories- I’d better start reading the book now! |
| Ac am hwyl gaethon ni yn y nos! Roedd sesiwn “Mezze a chwis” ymlaen yn y bwyty Groegaidd “Ouzo ac Olewydd”. Mae’r sesiwn yn gyfle da i gael sgwrs efo pob math o bobl ddiddorol, gan drafod cwestiynau’r cwis heriol. Mae ambell i wydriad o win Groegaiddyn helpu efo hyn, gyda llaw. A’r bwyd? Am flasus! | And what fun the night was! The “Mezze and Quiz” session in the Greek restaurant “Ouzo and Olives” is a great chance to chat with all sorts of interesting people, while discussing the questions of the rather challenging quiz. A glass or two of Greek wine help, by the way. And the food? Delicious! |
| Rydw i’n mwynhau Gŵyl Ddewi Arall achos mae hi’n cynnig amrywiaeth o ddigwyddiadau difyr i bawb. Fel dysgwraig Gymraeg mae’n fraint werthfawr i mi gael cymryd rhan mewn digwyddiadau Cymraeg, cael bod yn rhan o ddiwylliant Gymraeg a Chymreig. Rydw i’n medru dilyn sgyrsiau mor ddiddorol ym mamiaith y siaradwyr a chael eu hiwmor a’u straeon. Felly, amdani i ddysgu Cymraeg! A daliwch ati! | I enjoy Gŵyl Ddewi Arall because it offers a variety of interesting events for everybody. As a Welsh learner it is a great privilege for me to take part in Welsh language events, to be part of the Welsh speaking culture of Wales. I can follow fascinating talks in the speakers’ mother tongue getting their humour and stories. So, go for it and learn Welsh! And keep at it! |
Mae’r Gŵyl Ddewi Arall yn cael eu rhedeg gan y tîm sydd yn rhedeg Gŵyl Arall (twitter.com/GwylArall), gŵyl enfawr yng Nghaernarfon pob mis Gorffennaf.
Gŵyl Ddewi Arall is run by the same team that runs Gŵyl Arall (twitter.com/GwylArall), an enormous festival in Caernarfon every July.
Yn y lluniau isod, mae e grŵp gyda Rhys Mwyn, darlith gan Bob Morris ac wedyn sgwrs a chynulleidfa gyda Dewi Llwyd.
In the pictures below, there is a group with Rhys Mwyn, a lecture by Bob Morris and then a chat and audience with Dewi Llwyd.
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