1
00:00:00,000 --> 00:00:06,060
Anfonwch araros arnyn tâs au hyn bob eiminen.

2
00:00:06,660 --> 00:00:09,200
Dyma meddal nos Daith Sain Cymru.

3
00:00:09,200 --> 00:00:11,020
Iawn dol?

4
00:00:13,460 --> 00:00:17,960
Mae hyn o ddarlith i'r bwyd lan.

5
00:00:20,260 --> 00:00:23,560
Efallai y bydd yn dod fel go mains i chi,

6
00:00:23,560 --> 00:00:26,780
os rydw i'n rhoi boyned mwy o bethoedd o wybodaeth,

7
00:00:26,780 --> 00:00:32,040
yw bod ddechreuodd i mi ddysgu Ynghreis ar ôl 8 oed

8
00:00:32,040 --> 00:00:34,540
mewn amgylchedd Clille.

9
00:00:34,540 --> 00:00:35,420
Mae'n ymddangos, yw'n i?

10
00:00:35,420 --> 00:00:40,300
Ie, roedd Clille yn y blynyddoedd hwnnw wedi'i sefydlu o'r blaen yng Nghymru.

11
00:00:40,300 --> 00:00:44,500
Y unig gwahaniaeth rhwng yr amgylchedd yng Nghymru

12
00:00:44,500 --> 00:00:48,300
yn y blynyddoedd hwnnw a'r amgylchedd yma a'r ymhellach

13
00:00:48,300 --> 00:00:50,160
lle mae pobl yn dysgu trwy'r amgylchedd

14
00:00:50,160 --> 00:00:53,900
yw fy mod i'r unig bobl yn y ysgol

15
00:00:53,900 --> 00:00:56,400
sy'n dysgu trwy'r amgylchedd Clille.

16
00:00:56,520 --> 00:00:59,020
Mae pawb eraill yn siarad yng Nghymru.

17
00:00:59,020 --> 00:01:05,560
Felly, rwy'n cael deunydd personol

18
00:01:05,560 --> 00:01:10,360
o beth mae'n ei wneud i ddysgu amgylcheddau

19
00:01:10,360 --> 00:01:13,000
fel Ysgrifennau a Geograffiau a Chwaraeon

20
00:01:13,000 --> 00:01:15,400
mewn iaith nad ydw i'n ei wneud fy hun.

21
00:01:17,240 --> 00:01:18,400
Diolch am y cyflwyniad hefyd.

22
00:01:18,400 --> 00:01:22,860
Ie, roeddwn i'n myfyrwyr iaith am 16 mlynedd mewn ysgolion ddiweddar

23
00:01:22,860 --> 00:01:25,340
ac nawr mae dynolwyr yn ei eisiau

24
00:01:25,340 --> 00:01:27,660
yw rhaglenni myfyrwyr

25
00:01:27,660 --> 00:01:29,340
ym Mhrifysgol Oxford.

26
00:01:29,340 --> 00:01:32,420
Felly, rwy'n myfyrwyr myfyrwyr, rwy'n myfyrwyr myfyrwyr iaith.

27
00:01:32,420 --> 00:01:34,060
Ie, rwy'n mynd i siarad am rôl

28
00:01:34,060 --> 00:01:35,700
y iaith gyntaf a'r iaith ddiweddar

29
00:01:35,700 --> 00:01:38,220
a'r ysgol bilingol.

30
00:01:38,220 --> 00:01:40,300
Os ddweud fy mod i'n ffasg, dweud fy mod i,

31
00:01:40,300 --> 00:01:42,940
ac rydw i'n mynd i'n anhygoel.

32
00:01:42,940 --> 00:01:43,740
Felly, y cynllun.

33
00:01:43,740 --> 00:01:45,660
Wel, y peth yw,

34
00:01:45,660 --> 00:01:48,940
a all myfyrwyr ddefnyddio'r iaith gyntaf

35
00:01:48,980 --> 00:01:52,020
yn y ysgol ddiweddar iaith ddiweddar?

36
00:01:52,020 --> 00:01:54,100
Ac rydw i'n dweud ysgol ddiweddar

37
00:01:54,100 --> 00:01:57,020
oherwydd nad oes pwynt i'w gofyn

38
00:01:57,020 --> 00:01:59,580
y bydd myfyrwyr yn defnyddio'r iaith gyntaf

39
00:01:59,580 --> 00:02:01,180
mewn ysgol ddiwylliannol.

40
00:02:01,180 --> 00:02:02,220
Mae'n amlwg

41
00:02:02,220 --> 00:02:03,620
y byddwch chi'n defnyddio'r iaith gyntaf,

42
00:02:03,620 --> 00:02:06,100
ond mewn ysgol ddiweddar

43
00:02:06,100 --> 00:02:07,260
fel amgylchedd clir

44
00:02:07,260 --> 00:02:08,380
neu'n seiliedig ar gynllun

45
00:02:08,380 --> 00:02:11,460
neu amgylchedd ddiwylliannol,

46
00:02:11,460 --> 00:02:13,260
mae'n rhaid i chi gofyn y cwestiynau

47
00:02:13,260 --> 00:02:17,220
y byddwch chi'n defnyddio'r iaith gyntaf i gyd.

48
00:02:17,220 --> 00:02:18,780
Ac mae hynny wedi fy ffasinoi

49
00:02:18,780 --> 00:02:20,020
dros llawer o amser

50
00:02:20,020 --> 00:02:22,820
oeddwn i'n bylingwyr

51
00:02:22,820 --> 00:02:24,580
ac hefyd oeddwn i'n myfyrwyr

52
00:02:24,580 --> 00:02:26,180
pan oeddwn i'n bylingwyr

53
00:02:26,180 --> 00:02:26,940
mewn ystod

54
00:02:26,940 --> 00:02:28,300
gallwn siarad y iaith

55
00:02:28,300 --> 00:02:31,620
o'r myfyrwyr rydw i'n myfyrwyr.

56
00:02:31,620 --> 00:02:32,380
Mae'r math hwn

57
00:02:32,380 --> 00:02:33,580
yn cael ei ystyried yn fawr iawn

58
00:02:33,580 --> 00:02:35,260
o ran ysgol ddiwylliannol

59
00:02:35,260 --> 00:02:36,980
neu'n amlwg o ran ysgol ddiwylliannol.

60
00:02:36,980 --> 00:02:38,020
Yn amlwg,

61
00:02:38,020 --> 00:02:40,140
lle mae Llywodraethau wedi ceisio

62
00:02:40,180 --> 00:02:41,380
ymdrechu

63
00:02:41,380 --> 00:02:43,660
ymddygiad penodol

64
00:02:43,660 --> 00:02:45,020
o sut i'w dysgu

65
00:02:45,020 --> 00:02:48,100
ac mae'n broblem cyfathrebu

66
00:02:48,100 --> 00:02:50,380
ond nid oedd yn cael ei edrych

67
00:02:50,380 --> 00:02:52,140
o ran ysgol ddiwylliannol.

68
00:02:52,140 --> 00:02:52,700
Yn amlwg,

69
00:02:52,700 --> 00:02:54,700
a oes yna gweithio

70
00:02:54,700 --> 00:02:56,020
i ddysgu iaith

71
00:02:56,020 --> 00:02:57,620
lle mae rhywfaint o gysylltiad

72
00:02:57,620 --> 00:02:58,980
o'r ddau codau,

73
00:02:58,980 --> 00:03:00,220
o'r ddau iaith.

74
00:03:00,220 --> 00:03:00,940
A oes yna gweithio

75
00:03:00,940 --> 00:03:02,940
neu a oes yna ddim?

76
00:03:02,940 --> 00:03:04,060
Ac yn amlwg mae'r stori

77
00:03:04,060 --> 00:03:05,020
wedi bod,

78
00:03:05,020 --> 00:03:06,060
mae'r siarad

79
00:03:06,060 --> 00:03:06,940
wedi bod am

80
00:03:06,940 --> 00:03:09,060
cymryd ysgol ddiwylliannol.

81
00:03:09,500 --> 00:03:10,540
Ddefnyddiwch y sgiliau

82
00:03:10,540 --> 00:03:12,020
y mwyaf pwysig.

83
00:03:12,020 --> 00:03:14,540
Dyma'r argwm sylfaenol.

84
00:03:14,540 --> 00:03:15,580
Beth yw hynny?

85
00:03:15,580 --> 00:03:16,020
Ddefnyddiwch y sgiliau

86
00:03:16,020 --> 00:03:18,060
y mwyaf pwysig.

87
00:03:18,060 --> 00:03:19,180
Ac beth yw rôl

88
00:03:19,180 --> 00:03:20,060
y sgiliau gyntaf?

89
00:03:20,060 --> 00:03:20,900
Yn amlwg,

90
00:03:20,900 --> 00:03:21,580
mewn astudio

91
00:03:21,580 --> 00:03:22,820
gan Ronin Jansithia

92
00:03:22,820 --> 00:03:23,940
a Brownlee,

93
00:03:23,940 --> 00:03:25,300
lle mae'r artigl hwn

94
00:03:25,300 --> 00:03:25,860
sy'n cael ei ysgrifennu

95
00:03:25,860 --> 00:03:26,740
yng Nghymru

96
00:03:26,740 --> 00:03:28,500
ac yng Nghymru,

97
00:03:28,500 --> 00:03:30,860
mewn versiwn Nghymru

98
00:03:30,860 --> 00:03:31,380
maen nhw'n defnyddio

99
00:03:31,380 --> 00:03:33,580
recur à la langue maternelle

100
00:03:33,580 --> 00:03:34,020
sy'n golygu

101
00:03:34,980 --> 00:03:36,140
yw recur à la langue maternelle

102
00:03:36,140 --> 00:03:37,380
sy'n golygu

103
00:03:37,380 --> 00:03:38,900
yw'n beth ddewis.

104
00:03:38,900 --> 00:03:39,860
Mae gennych recur

105
00:03:39,860 --> 00:03:40,580
â rhywbeth,

106
00:03:40,580 --> 00:03:41,300
sy'n golygu

107
00:03:41,300 --> 00:03:43,180
rhywbeth negatif.

108
00:03:43,180 --> 00:03:43,940
Ond os ydych chi'n dweud

109
00:03:43,940 --> 00:03:44,980
yng nghyfnod yr un artigl

110
00:03:44,980 --> 00:03:45,500
maen nhw'n defnyddio

111
00:03:45,500 --> 00:03:46,020
y sgiliau

112
00:03:46,020 --> 00:03:48,060
ddefnyddio'r iaith natiwn

113
00:03:48,060 --> 00:03:48,580
sy'n beth

114
00:03:48,580 --> 00:03:49,660
ddefnyddio'r iaith natiwn

115
00:03:49,660 --> 00:03:50,100
ac efallai

116
00:03:50,100 --> 00:03:50,500
hyd yn oed

117
00:03:50,500 --> 00:03:51,380
ddefnyddio'r iaith positif.

118
00:03:51,380 --> 00:03:52,820
Felly mae'n

119
00:03:52,820 --> 00:03:53,780
sylfaenol

120
00:03:53,780 --> 00:03:54,500
rydw i wedi

121
00:03:54,500 --> 00:03:55,420
edrych arno

122
00:03:55,420 --> 00:03:56,580
am llawer o flynyddoedd.

123
00:03:56,580 --> 00:03:57,140
Yn sylfaenol,

124
00:03:57,140 --> 00:03:59,780
ers am 1997,

125
00:03:59,780 --> 00:04:00,620
rydw i wedi bod yn ddiddorol

126
00:04:00,620 --> 00:04:01,260
ar y math yma

127
00:04:01,260 --> 00:04:02,740
am y iaith gyntaf

128
00:04:02,740 --> 00:04:04,780
yn y iaith ddeg

129
00:04:04,780 --> 00:04:07,140
neu'r ystafell Clill.

130
00:04:07,140 --> 00:04:08,140
Ac fe ddechreuais

131
00:04:08,140 --> 00:04:08,820
drwy gofyn

132
00:04:08,820 --> 00:04:09,740
llawer o ddysgwyr

133
00:04:09,740 --> 00:04:11,180
am eu sy'n golygu

134
00:04:11,180 --> 00:04:11,940
ac rydw i wedi ei ysgrifennu

135
00:04:11,940 --> 00:04:13,220
mewn llyfr.

136
00:04:13,220 --> 00:04:15,180
Ac un o'r ddysgwyr

137
00:04:15,180 --> 00:04:16,060
rydw i'n rhoi i ddysgwyr

138
00:04:16,060 --> 00:04:16,860
mewn cwestiynau

139
00:04:16,860 --> 00:04:17,340
oedd

140
00:04:17,340 --> 00:04:18,820
mae ddysgwyr iaith ddeg

141
00:04:18,820 --> 00:04:19,220
yn defnyddio

142
00:04:19,220 --> 00:04:20,380
y iaith ddeg

143
00:04:20,380 --> 00:04:22,220
ychydig yn unig.

144
00:04:22,260 --> 00:04:23,020
Rydw i eisiau gweld

145
00:04:23,020 --> 00:04:24,100
beth oedd eu cyfathrebu

146
00:04:24,100 --> 00:04:25,660
â hynny.

147
00:04:25,660 --> 00:04:27,020
Dim ond 17%

148
00:04:27,020 --> 00:04:27,700
oedd ymdrechgar

149
00:04:27,700 --> 00:04:29,020
gyda'r dysgwyr,

150
00:04:29,020 --> 00:04:30,180
ond mae'r mwyaf o ddysgwyr

151
00:04:30,180 --> 00:04:31,300
a'r mwyaf o ddysgwyr

152
00:04:31,300 --> 00:04:32,860
sy'n cyfathrebu gwaith da

153
00:04:32,860 --> 00:04:34,580
gyda ddefnyddio iaith ddeg

154
00:04:34,580 --> 00:04:36,860
i ryw fath.

155
00:04:36,860 --> 00:04:37,500
Ac mae'r broblem

156
00:04:37,500 --> 00:04:38,380
bob amser

157
00:04:38,380 --> 00:04:39,420
i ryw fath.

158
00:04:39,420 --> 00:04:40,620
I ryw fath?

159
00:04:40,620 --> 00:04:41,220
Pa mor?

160
00:04:41,220 --> 00:04:41,740
Pa mor?

161
00:04:41,740 --> 00:04:42,420
Pan?

162
00:04:42,420 --> 00:04:44,060
Pa amser?

163
00:04:44,060 --> 00:04:47,180
Ar hyn o bryd?

164
00:04:47,180 --> 00:04:47,980
Ac rydw i'n credu

165
00:04:47,980 --> 00:04:49,340
bod gen i ddysgwyr

166
00:04:49,340 --> 00:04:50,140
tri,

167
00:04:50,140 --> 00:04:51,580
dysgwyr.

168
00:04:52,380 --> 00:04:53,860
Ac fod aplwysau

169
00:04:53,860 --> 00:04:55,180
yn cael eu gofyn

170
00:04:55,180 --> 00:04:57,860
ar draws gwaith.

171
00:04:57,860 --> 00:04:58,700
Mae rhai dysgwyr

172
00:04:58,700 --> 00:04:58,940
y ddim

173
00:04:58,940 --> 00:04:59,580
sy'n cael'r posisi

174
00:04:59,580 --> 00:05:00,300
'r hà,

175
00:05:00,300 --> 00:05:00,860
ac yn gadwal

176
00:05:00,860 --> 00:05:02,180
gyda'r amgylchedd autres,

177
00:05:02,180 --> 00:05:03,380
magib myd-hà

178
00:05:03,380 --> 00:05:04,420
mae fel

179
00:05:04,420 --> 00:05:05,340
mewl y flynedd

180
00:05:05,340 --> 00:05:06,500
mawr yn y byd

181
00:05:06,820 --> 00:05:07,700
a fel rhywbeth

182
00:05:07,700 --> 00:05:08,860
y gallwn ysyim

183
00:05:08,860 --> 00:05:09,820
y dd eggs

184
00:05:09,820 --> 00:05:10,860
angliw,

185
00:05:10,860 --> 00:05:12,020
yn eich hefyd.

186
00:05:12,020 --> 00:05:12,980
Y casgliad

187
00:05:12,980 --> 00:05:13,660
mae'n chwaraewrdd

188
00:05:13,660 --> 00:05:14,220
rhywbeth

189
00:05:14,220 --> 00:05:14,900
fel'r' egg

190
00:05:14,900 --> 00:05:15,980
ac fel ond

191
00:05:15,980 --> 00:05:16,860
moddwn ei gofynnu

192
00:05:16,860 --> 00:05:17,660
y maed

193
00:05:17,660 --> 00:05:18,700
a un llwyfan

194
00:05:18,700 --> 00:05:19,780
y llwyfan

195
00:05:19,780 --> 00:05:21,140
yn cael eu trafod

196
00:05:21,300 --> 00:05:21,780
Ac yna mae

197
00:05:21,780 --> 00:05:22,700
un arall yn y posisi

198
00:05:22,700 --> 00:05:23,580
sy'r max

199
00:05:23,580 --> 00:05:24,020
ydw i'n ei gofyn

200
00:05:24,020 --> 00:05:25,380
y posisi'r max

201
00:05:25,380 --> 00:05:26,500
does dim gwerth

202
00:05:26,500 --> 00:05:27,180
pedagogol

203
00:05:27,180 --> 00:05:28,300
yn y iaith gyntaf

204
00:05:28,300 --> 00:05:28,900
chi ddim

205
00:05:28,900 --> 00:05:29,900
does dim dysgu

206
00:05:29,900 --> 00:05:31,540
o'r iaith gyntaf

207
00:05:31,540 --> 00:05:32,100
ond

208
00:05:32,100 --> 00:05:32,500
ac

209
00:05:32,500 --> 00:05:32,980
ond,

210
00:05:32,980 --> 00:05:34,220
mae'r ddysg

211
00:05:34,220 --> 00:05:34,820
a'r dysgu

212
00:05:34,820 --> 00:05:36,700
ddim yn cynnig

213
00:05:36,700 --> 00:05:37,300
efallai

214
00:05:37,300 --> 00:05:37,940
nad yw'r ddysgwr

215
00:05:37,940 --> 00:05:38,500
dda o hyd

216
00:05:38,500 --> 00:05:39,340
neu yw'r myfyrwyr

217
00:05:39,340 --> 00:05:41,780
dda o hyd

218
00:05:41,780 --> 00:05:42,900
felly mae problem

219
00:05:42,900 --> 00:05:43,620
ac felly

220
00:05:43,620 --> 00:05:44,820
mae'n rhaid i ni

221
00:05:44,820 --> 00:05:46,060
cael'r term

222
00:05:46,060 --> 00:05:47,220
recourse

223
00:05:47,220 --> 00:05:49,620
i L1

224
00:05:49,620 --> 00:05:50,100
Ac yna mae

225
00:05:50,100 --> 00:05:50,900
un arall yn y posisi

226
00:05:50,900 --> 00:05:51,700
yr ydw i'n

227
00:05:51,700 --> 00:05:52,660
yn dweud

228
00:05:52,660 --> 00:05:53,380
ac yn ymgeisio

229
00:05:53,380 --> 00:05:54,540
yw fy posisi

230
00:05:54,540 --> 00:05:55,900
sy'r posisi'r max

231
00:05:55,900 --> 00:05:56,740
yna mae

232
00:05:56,740 --> 00:05:58,020
un

233
00:05:58,020 --> 00:05:59,460
gwerth pedagogol

234
00:05:59,460 --> 00:06:00,460
yn ddefnyddio iaith gyntaf

235
00:06:00,460 --> 00:06:01,180
ac mae'n rhaid i chi

236
00:06:01,180 --> 00:06:01,900
edrych

237
00:06:01,900 --> 00:06:02,940
ac ymgeisio

238
00:06:02,940 --> 00:06:04,220
ar y gwerth hwnnw

239
00:06:04,220 --> 00:06:04,700
OK

240
00:06:04,700 --> 00:06:05,060
ac felly

241
00:06:05,060 --> 00:06:07,180
ers 1997

242
00:06:07,180 --> 00:06:07,860
ers i fi fod yn

243
00:06:07,860 --> 00:06:08,660
ddysgwr ddysgwr

244
00:06:08,660 --> 00:06:09,700
ac ymgeisydd

245
00:06:09,700 --> 00:06:10,940
rydw i wedi edrych

246
00:06:10,940 --> 00:06:11,700
ar

247
00:06:11,700 --> 00:06:12,420
beth

248
00:06:12,420 --> 00:06:13,700
y gallwn

249
00:06:13,700 --> 00:06:15,380
ddod o'r

250
00:06:15,380 --> 00:06:17,220
ymgysylltiad L2

251
00:06:17,220 --> 00:06:18,060
sy'n helpu i ni

252
00:06:18,060 --> 00:06:20,260
gysylltu'r cwestiynau mawr yma

253
00:06:20,260 --> 00:06:21,300
i beth ystod

254
00:06:21,300 --> 00:06:22,220
beth

255
00:06:22,220 --> 00:06:24,100
mewn beth ystod

256
00:06:24,100 --> 00:06:25,620
beth y dylid ei fod

257
00:06:25,620 --> 00:06:26,820
beth ydyn nhw'n ei wneud

258
00:06:26,820 --> 00:06:30,020
beth ydyn nhw'n ei wneud'n dda

259
00:06:30,020 --> 00:06:30,940
gadewch i ni feddwl am hyn

260
00:06:30,940 --> 00:06:31,620
ychydig mwy

261
00:06:31,620 --> 00:06:32,740
cyn i mi ddweud rhywbeth

262
00:06:32,740 --> 00:06:33,300
am un

263
00:06:33,300 --> 00:06:34,060
ymgysylltiad

264
00:06:34,060 --> 00:06:34,340
ymgysylltiad

265
00:06:34,340 --> 00:06:34,820
ymgysylltiad

266
00:06:34,820 --> 00:06:37,060
ymgysylltiad yma

267
00:06:37,060 --> 00:06:37,620
beth ydyn ni'n ei ddweud

268
00:06:37,620 --> 00:06:38,060
am

269
00:06:38,060 --> 00:06:38,660
y sŵn

270
00:06:38,660 --> 00:06:39,420
ymgeisio'r cod

271
00:06:39,420 --> 00:06:40,020
sy'n sŵn

272
00:06:40,020 --> 00:06:40,900
rydw i'n defnyddio

273
00:06:40,900 --> 00:06:41,660
yn ystod

274
00:06:41,660 --> 00:06:42,140
ddefnyddio

275
00:06:42,140 --> 00:06:42,940
L1

276
00:06:42,940 --> 00:06:43,980
cod sylwadio

277
00:06:43,980 --> 00:06:45,420
cod sylwadio naturalistig

278
00:06:45,420 --> 00:06:46,060
ddigwydd

279
00:06:46,060 --> 00:06:46,660
pan

280
00:06:46,660 --> 00:06:47,180
bai

281
00:06:47,180 --> 00:06:47,500
beth

282
00:06:47,500 --> 00:06:47,980
beth ydw i

283
00:06:47,980 --> 00:06:48,340
i siarad

284
00:06:48,340 --> 00:06:49,820
gyda bobl Espanol

285
00:06:49,820 --> 00:06:50,540
mewn nes

286
00:06:50,540 --> 00:06:51,020
lle mae gennych

287
00:06:51,020 --> 00:06:51,700
pat

288
00:06:51,700 --> 00:06:52,220
neu pat

289
00:06:52,220 --> 00:06:53,220
iaith berffaith

290
00:06:53,220 --> 00:06:53,740
ac mae'n rhaid

291
00:06:53,740 --> 00:06:53,900
bod

292
00:06:53,900 --> 00:06:55,020
cod sylwadio

293
00:06:55,020 --> 00:06:55,860
perffaith

294
00:06:55,860 --> 00:06:56,660
ymgysylltiad

295
00:06:56,660 --> 00:06:57,260
Catalan

296
00:06:57,260 --> 00:06:57,740
Espanol

297
00:06:57,740 --> 00:06:58,140
ac

298
00:06:58,140 --> 00:06:58,460
ac

299
00:06:58,460 --> 00:06:59,020
eto

300
00:06:59,020 --> 00:06:59,460
um

301
00:06:59,460 --> 00:07:00,380
ac

302
00:07:00,380 --> 00:07:01,100
amlwg

303
00:07:01,100 --> 00:07:01,500
um

304
00:07:01,500 --> 00:07:01,740
ie

305
00:07:01,740 --> 00:07:02,100
dyma beth

306
00:07:02,100 --> 00:07:02,300
yw'n

307
00:07:02,300 --> 00:07:02,540
ymwneud

308
00:07:02,540 --> 00:07:03,100
dyma beth

309
00:07:03,100 --> 00:07:04,060
y mae'r iad

310
00:07:04,060 --> 00:07:04,780
a'r plant

311
00:07:04,780 --> 00:07:05,340
yn

312
00:07:05,340 --> 00:07:05,580
yn y

313
00:07:05,580 --> 00:07:06,500
ymgysylltiad

314
00:07:06,500 --> 00:07:06,780
ac

315
00:07:36,780 --> 00:07:41,740
maen nhw'n sylwadio'r sylwadau sy'n bwysig i ddwy neu mwy o iaith yn ymwneud ag ymgysylltiadau monoligwyr

316
00:07:41,740 --> 00:07:44,300
maen nhw'n sylwadio'r sylwadau sy'n bwysig i bob math o bethau

317
00:07:44,300 --> 00:07:47,260
felly dydyn nhw ddim yn dweud bod hynny'n beth ddifrifol

318
00:07:47,260 --> 00:07:49,660
cod sylwadio naturalistig

319
00:07:49,660 --> 00:07:50,460
ond

320
00:07:50,460 --> 00:07:51,820
nid yw'r hyn rydw i'n ei gofyn

321
00:07:51,820 --> 00:07:53,260
yw'r ffenomenon

322
00:07:53,260 --> 00:07:54,060
sy'n mynd i unrhywbeth

323
00:07:54,060 --> 00:07:54,860
ond mae'n dilyn

324
00:07:54,860 --> 00:07:55,900
rhaglenni

325
00:07:55,900 --> 00:07:56,780
rhaglenni grammatig

326
00:07:56,780 --> 00:07:57,660
rhaglenni lexigol

327
00:07:57,660 --> 00:07:58,780
ac amgylcheddau cymdeithasol

328
00:07:58,780 --> 00:08:00,140
nid yw bod pob un yn newid

329
00:08:00,140 --> 00:08:00,940
yn gyflym

330
00:08:00,940 --> 00:08:01,820
ar y rhanbarth

331
00:08:01,820 --> 00:08:02,540
yn gyflym

332
00:08:02,540 --> 00:08:03,660
ar y rhanbarth

333
00:08:03,660 --> 00:08:05,740
mewn amgylchedd naturalistig

334
00:08:05,740 --> 00:08:06,620
ond

335
00:08:06,620 --> 00:08:07,340
pan edrychwn ar

336
00:08:07,340 --> 00:08:08,220
ymgysylltiad

337
00:08:08,220 --> 00:08:08,700
L1

338
00:08:08,700 --> 00:08:09,420
ddefnyddio

339
00:08:09,420 --> 00:08:10,140
os ydyn ni'n astudio

340
00:08:10,140 --> 00:08:10,700
ymgysylltiad

341
00:08:10,700 --> 00:08:11,020
L1

342
00:08:11,020 --> 00:08:11,500
ddefnyddio

343
00:08:11,500 --> 00:08:11,980
mae'n

344
00:08:11,980 --> 00:08:12,620
ddifrifol

345
00:08:12,620 --> 00:08:14,620
ac

346
00:08:14,620 --> 00:08:15,900
ar y rhanbarth

347
00:08:15,900 --> 00:08:16,620
ar y rhanbarth

348
00:08:16,620 --> 00:08:17,740
ie, ar y rhanbarth

349
00:08:17,740 --> 00:08:18,540
iawn

350
00:08:18,540 --> 00:08:20,540
er enghraifft

351
00:08:20,540 --> 00:08:21,740
os edrychwn ar rhai astudiaethau

352
00:08:21,740 --> 00:08:22,940
sy'n medru

353
00:08:22,940 --> 00:08:24,300
amser

354
00:08:24,300 --> 00:08:25,980
o ddefnyddio L1

355
00:08:27,980 --> 00:08:28,860
yw hwn

356
00:08:28,860 --> 00:08:30,300
o 2-5%

357
00:08:30,300 --> 00:08:31,740
ddefnyddio L1

358
00:08:31,740 --> 00:08:32,380
yw hwn

359
00:08:32,380 --> 00:08:34,220
o 4-12%

360
00:08:34,220 --> 00:08:35,580
ddefnyddio L1

361
00:08:35,580 --> 00:08:36,220
yw hwn

362
00:08:36,220 --> 00:08:37,420
0-18

363
00:08:37,420 --> 00:08:38,140
yw hwn

364
00:08:38,140 --> 00:08:39,100
0-60

365
00:08:39,100 --> 00:08:39,660
yw hwn

366
00:08:39,660 --> 00:08:40,220
0-90

367
00:08:40,220 --> 00:08:40,780
dwi'n golygu

368
00:08:40,780 --> 00:08:41,580
gallwch weld

369
00:08:41,580 --> 00:08:41,980
mae'n

370
00:08:41,980 --> 00:08:43,340
gwirioneddol

371
00:08:43,340 --> 00:08:43,900
ie

372
00:08:43,900 --> 00:08:44,940
nid oes

373
00:08:44,940 --> 00:08:46,300
rhanbarth

374
00:08:46,300 --> 00:08:47,580
nid oes rhanbarth

375
00:08:47,580 --> 00:08:48,300
i'n helpu

376
00:08:48,300 --> 00:08:49,820
i ni ddeall

377
00:08:49,820 --> 00:08:51,180
pa mor

378
00:08:51,180 --> 00:08:52,220
L1

379
00:08:52,220 --> 00:08:53,260
iawn

380
00:08:53,260 --> 00:08:53,900
un efallai'n defnyddio

381
00:08:53,900 --> 00:08:54,620
mewn ystafell

382
00:08:54,620 --> 00:08:55,020
oherwydd

383
00:08:55,020 --> 00:08:55,420
mae'n ymwneud

384
00:08:55,420 --> 00:08:55,980
ar y rhanbarth

385
00:08:56,060 --> 00:08:56,780
mae'n ymwneud ar y rhanbarth

386
00:08:56,780 --> 00:08:57,900
mae'n ymwneud ar y rhanbarth

387
00:08:57,900 --> 00:08:59,260
os edrychwn ar y ffengsiynau

388
00:08:59,260 --> 00:09:00,220
o ddefnyddio codi

389
00:09:00,220 --> 00:09:01,180
dyna i ddweud

390
00:09:01,180 --> 00:09:02,300
pa sy'n ymwneud

391
00:09:02,300 --> 00:09:04,060
neu pa arbennigau

392
00:09:04,060 --> 00:09:05,340
y mae'r myfyrwyr iaith

393
00:09:05,340 --> 00:09:06,460
yn defnyddio L1

394
00:09:06,460 --> 00:09:07,260
mae gennym hefyd

395
00:09:07,260 --> 00:09:08,460
un sy'n llwyr

396
00:09:08,460 --> 00:09:09,260
i bawb

397
00:09:09,260 --> 00:09:10,060
ac mae unrhywbeth

398
00:09:10,060 --> 00:09:11,100
mae'n ymwneud â'r sefyllfa

399
00:09:11,100 --> 00:09:11,740
gallwch ysgrifennu hyn

400
00:09:11,740 --> 00:09:12,460
ar gyfer eich hun

401
00:09:19,340 --> 00:09:19,820
ac felly

402
00:09:19,820 --> 00:09:20,940
mae'r holl rhanbarthau

403
00:09:20,940 --> 00:09:21,580
yn cael eu rhannu

404
00:09:21,580 --> 00:09:23,340
gan myfyrwyr

405
00:09:23,340 --> 00:09:24,220
i ddefnyddio

406
00:09:25,020 --> 00:09:26,380
felly beth yw'r rhanbarth

407
00:09:26,380 --> 00:09:27,260
ar ôl hwnnw?

408
00:09:27,260 --> 00:09:27,980
mewn gwirionedd

409
00:09:27,980 --> 00:09:28,700
unrhyw amser

410
00:09:28,700 --> 00:09:29,740
rydw i'n eisiau

411
00:09:29,740 --> 00:09:30,620
rydw i'n defnyddio L1

412
00:09:32,700 --> 00:09:33,200
iawn

413
00:09:35,820 --> 00:09:36,320
felly

414
00:09:37,420 --> 00:09:37,980
beth allwn ni

415
00:09:39,740 --> 00:09:40,700
o'r rhanbarth

416
00:09:40,700 --> 00:09:41,500
codi'r ffengsiynau

417
00:09:41,500 --> 00:09:42,540
rydyn ni'n gallu

418
00:09:42,540 --> 00:09:43,100
rydyn ni'n gallu

419
00:09:43,100 --> 00:09:44,940
i gael rhai gweithgaredd

420
00:09:44,940 --> 00:09:45,500
iawn

421
00:09:45,500 --> 00:09:46,620
rhai sylwadau

422
00:09:47,820 --> 00:09:49,100
am yr hyn rydw i'n ei eisiau

423
00:09:49,100 --> 00:09:49,740
ychwanegu

424
00:09:49,740 --> 00:09:50,140
os ydych chi'n hoffi

425
00:09:50,140 --> 00:09:50,380
iawn

426
00:09:50,380 --> 00:09:51,740
ar y rhanbarth

427
00:09:51,740 --> 00:09:53,180
unrhyw rhanbarth

428
00:09:53,180 --> 00:09:54,300
lle gallwch chi roi'r jacket

429
00:09:54,300 --> 00:09:55,420
i'w gysylltu

430
00:09:55,420 --> 00:09:57,420
er mwyn i chi gael rhai sylwadau

431
00:09:57,420 --> 00:09:59,020
o sut i weithredu

432
00:09:59,020 --> 00:10:00,460
gyda'ch rhanbarth

433
00:10:00,460 --> 00:10:01,660
ymddygiad

434
00:10:01,660 --> 00:10:04,140
rydw i'n hoffi rhanbarth

435
00:10:04,140 --> 00:10:05,180
yn y ysgol

436
00:10:05,180 --> 00:10:05,660
ond rwy'n meddwl

437
00:10:05,660 --> 00:10:06,700
mae'n rhaid i'w gynllunio

438
00:10:07,580 --> 00:10:08,140
mae'n rhaid i'w gael

439
00:10:08,140 --> 00:10:09,020
ryw fath o

440
00:10:09,020 --> 00:10:09,740
rhanbarth

441
00:10:11,420 --> 00:10:11,920
iawn

442
00:10:11,920 --> 00:10:12,460
mae rhywbeth

443
00:10:12,460 --> 00:10:13,020
ymwneud â'r

444
00:10:13,020 --> 00:10:13,420
ymwneud â'r

445
00:10:13,420 --> 00:10:14,460
ymwneud â'r

446
00:10:14,460 --> 00:10:14,460


447
00:10:14,460 --> 00:10:14,460


448
00:10:14,460 --> 00:10:14,460


449
00:10:14,620 --> 00:10:15,180
rydw i weithiar

450
00:10:15,180 --> 00:10:15,500
mae rywbeth

451
00:10:15,500 --> 00:10:16,140
sy'n cael ei yrio'r

452
00:10:16,700 --> 00:10:17,500
sy'n cynhyrchu

453
00:10:18,620 --> 00:10:19,980
antagon a morphologia

454
00:10:19,980 --> 00:10:20,380
i'r

455
00:10:20,380 --> 00:10:21,100
ddisgwrs

456
00:10:21,100 --> 00:10:21,500
ac yna

457
00:10:21,500 --> 00:10:21,820
rhywbeth

458
00:10:22,620 --> 00:10:42,940
ull chpar hanif

459
00:10:42,940 --> 00:10:43,900
i

460
00:10:43,900 --> 00:10:44,300
ychwanegu

461
00:10:44,460 --> 00:10:45,020
yma

462
00:10:45,020 --> 00:10:45,740
dyma'n cael

463
00:10:45,740 --> 00:10:46,220
o

464
00:10:46,220 --> 00:10:47,900
ymgeisydd e-bwysig

465
00:10:47,900 --> 00:10:48,460
rhwng

466
00:10:48,460 --> 00:10:48,700
ddau

467
00:10:49,420 --> 00:10:50,620
academigau italiana

468
00:10:50,620 --> 00:10:50,940
sy'n byw

469
00:10:50,940 --> 00:10:52,380
yn Yng Nghres

470
00:10:52,380 --> 00:10:53,020
ac gallwch weld

471
00:10:53,020 --> 00:10:53,740
y

472
00:10:53,740 --> 00:10:55,020
iaith matrici

473
00:10:55,020 --> 00:10:55,340
ie

474
00:10:55,340 --> 00:10:56,140
y

475
00:10:56,140 --> 00:10:57,340
iaith predominant

476
00:10:57,340 --> 00:10:58,220
os efallai

477
00:10:58,220 --> 00:10:59,340
yw italiana

478
00:10:59,340 --> 00:11:00,380
ond maen nhw'n cysylltu

479
00:11:00,380 --> 00:11:00,620
am

480
00:11:00,620 --> 00:11:01,580
nifer o

481
00:11:01,580 --> 00:11:02,380
pethau

482
00:11:02,380 --> 00:11:03,260
ar

483
00:11:03,260 --> 00:11:03,980
felly maen nhw'n

484
00:11:03,980 --> 00:11:04,380
cysylltu

485
00:11:04,380 --> 00:11:05,100
ar gyfer unrhyw ffordd

486
00:11:05,100 --> 00:11:05,420
dywedwch

487
00:11:05,420 --> 00:11:05,820
beth dwi'n golygu

488
00:11:05,820 --> 00:11:06,780
maen nhw'n cysylltu

489
00:11:06,780 --> 00:11:07,340
maen nhw'n cael

490
00:11:07,340 --> 00:11:08,220
mae'n rhaglen

491
00:11:08,220 --> 00:11:08,940
ar ôl

492
00:11:08,940 --> 00:11:09,500
dyma wrth gwrs

493
00:11:09,580 --> 00:11:10,540
mae'r

494
00:11:10,540 --> 00:11:11,340
cysylltu'n naturiol

495
00:11:11,340 --> 00:11:12,300
nid yn y ysgol

496
00:11:12,300 --> 00:11:13,180
dyma'n digwydd

497
00:11:13,180 --> 00:11:13,660
rhwng

498
00:11:13,660 --> 00:11:14,060
os roeddwn i'n

499
00:11:14,060 --> 00:11:14,700
sgwrsio

500
00:11:14,700 --> 00:11:17,100
gyda'r cwmni

501
00:11:17,100 --> 00:11:17,660
ac fel

502
00:11:17,660 --> 00:11:18,060
dw i'n dweud

503
00:11:18,060 --> 00:11:18,620
dyna ddim

504
00:11:18,620 --> 00:11:19,500
y sylwad

505
00:11:19,500 --> 00:11:19,900
mewn

506
00:11:19,900 --> 00:11:20,380
ysgol

507
00:11:20,380 --> 00:11:21,500
cysylltu'r coed

508
00:11:21,500 --> 00:11:21,980
felly'r hyn

509
00:11:21,980 --> 00:11:22,700
rydyn ni'n ceisio ei wneud

510
00:11:22,700 --> 00:11:23,740
yng Nghres

511
00:11:23,740 --> 00:11:24,140
yw

512
00:11:24,140 --> 00:11:24,620
cael

513
00:11:24,620 --> 00:11:25,580
unrhyw ffordd

514
00:11:25,580 --> 00:11:26,540
ymchwil

515
00:11:26,540 --> 00:11:27,420
rydyn ni'n ceisio

516
00:11:27,420 --> 00:11:28,060
gysylltu'r

517
00:11:28,060 --> 00:11:28,780
cwestiwn

518
00:11:28,780 --> 00:11:29,020
sut

519
00:11:29,020 --> 00:11:29,820
allwn ni

520
00:11:29,820 --> 00:11:30,380
sefydlu

521
00:11:30,380 --> 00:11:30,620
rhai

522
00:11:30,620 --> 00:11:31,820
sylwadau

523
00:11:31,820 --> 00:11:32,140
am

524
00:11:32,140 --> 00:11:33,260
cysylltu'r coed

525
00:11:33,260 --> 00:11:33,740
mewn

526
00:11:33,740 --> 00:11:35,260
ysgolion ddiddorol

527
00:11:35,260 --> 00:11:35,980
rydyn ni'n gallu

528
00:11:35,980 --> 00:11:36,460
rydyn ni'n gallu

529
00:11:36,460 --> 00:11:37,260
sefydlu

530
00:11:37,260 --> 00:11:37,900
gyda myfyrwyr

531
00:11:37,900 --> 00:11:38,620
mae myfyrwyr yn gallu

532
00:11:38,620 --> 00:11:39,100
gysylltu

533
00:11:39,100 --> 00:11:39,740
gyda ni

534
00:11:39,740 --> 00:11:40,300
a dweud i ni

535
00:11:40,300 --> 00:11:40,940
beth maen nhw'n meddwl

536
00:11:40,940 --> 00:11:41,580
ac eto

537
00:11:41,580 --> 00:11:42,940
iawn

538
00:11:42,940 --> 00:11:43,340
felly beth

539
00:11:43,340 --> 00:11:44,140
rydyn ni'n ceisio ei wneud

540
00:11:44,140 --> 00:11:45,580
iawn

541
00:11:45,580 --> 00:11:45,900
dewis i mi

542
00:11:45,900 --> 00:11:46,220
ddweud

543
00:11:46,220 --> 00:11:46,700
un

544
00:11:46,700 --> 00:11:47,420
un

545
00:11:47,420 --> 00:11:47,740
ysgol

546
00:11:47,740 --> 00:11:48,060
yna

547
00:11:48,060 --> 00:11:48,620
cyn i mi ddweud

548
00:11:48,620 --> 00:11:49,820
iawn

549
00:11:49,820 --> 00:11:50,700
y sefyllfa

550
00:11:50,700 --> 00:11:51,500
y sefyllfa

551
00:11:51,500 --> 00:11:52,460
sy'n defnyddio'r maximum

552
00:11:52,460 --> 00:11:52,700
yw

553
00:11:52,700 --> 00:11:53,660
ddiddorol

554
00:11:53,660 --> 00:11:54,700
mae'n ddiddorol

555
00:11:55,340 --> 00:11:55,900
i ddweud

556
00:11:55,900 --> 00:11:57,100
fy mod i'n defnyddio'r iaith

557
00:11:57,100 --> 00:11:57,500
y mwyaf

558
00:11:57,500 --> 00:11:58,380
y gall

559
00:11:58,380 --> 00:11:59,180
dim

560
00:11:59,180 --> 00:11:59,980
gwneud

561
00:11:59,980 --> 00:12:00,300
syniad

562
00:12:00,300 --> 00:12:01,580
ddim yn logig

563
00:12:01,580 --> 00:12:01,980
oherwydd

564
00:12:01,980 --> 00:12:02,380
i'r hyn

565
00:12:02,380 --> 00:12:02,940
rydw i'n credu

566
00:12:02,940 --> 00:12:03,420
yw'r mwyaf

567
00:12:03,420 --> 00:12:03,900
y gall

568
00:12:03,900 --> 00:12:04,300
efallai'n

569
00:12:04,300 --> 00:12:04,860
gwahanol

570
00:12:04,860 --> 00:12:05,260
o'r hyn

571
00:12:05,260 --> 00:12:05,820
y mae'n meddwl

572
00:12:05,820 --> 00:12:06,540
yma

573
00:12:06,540 --> 00:12:06,940
yw'r mwyaf

574
00:12:06,940 --> 00:12:07,660
y gall

575
00:12:07,660 --> 00:12:07,820
ond

576
00:12:07,820 --> 00:12:08,300
efallai

577
00:12:08,300 --> 00:12:09,580
maen nhw'n

578
00:12:09,580 --> 00:12:09,900
gwahanol

579
00:12:09,900 --> 00:12:10,620
sylwadau

580
00:12:10,620 --> 00:12:11,020
ac

581
00:12:11,020 --> 00:12:11,580
sylwadau

582
00:12:11,580 --> 00:12:11,980
ddiddorol

583
00:12:11,980 --> 00:12:12,540
i'w wneud

584
00:12:12,540 --> 00:12:12,700
felly

585
00:12:12,700 --> 00:12:13,100
dydyn ni'n gallu

586
00:12:13,100 --> 00:12:13,260
cael

587
00:12:14,140 --> 00:12:14,300
felly

588
00:12:14,300 --> 00:12:14,540
rydyn ni'n

589
00:12:14,540 --> 00:12:14,700
angen

590
00:12:14,700 --> 00:12:15,580
ddatblygu

591
00:12:15,580 --> 00:12:16,060
sylwadau

592
00:12:16,060 --> 00:12:16,620
i'r ddiddorol

593
00:12:16,620 --> 00:12:17,100
sy'n cael

594
00:12:17,100 --> 00:12:17,660
ddefnyddio

595
00:12:17,660 --> 00:12:17,980
iawn

596
00:12:17,980 --> 00:12:18,220
rwy'n credu

597
00:12:18,220 --> 00:12:18,540
rydw i wedi dweud

598
00:12:18,540 --> 00:12:18,860
hyn

599
00:12:18,860 --> 00:12:19,020
felly

600
00:12:19,020 --> 00:12:19,420
rydw i'n mynd

601
00:12:20,460 --> 00:12:21,260
iawn

602
00:12:21,260 --> 00:12:22,300
dydyn ni ddim yn gweithio

603
00:12:22,300 --> 00:12:22,700
mae'n mynd

604
00:12:22,700 --> 00:12:23,740
mewn amser

605
00:12:23,740 --> 00:12:25,020
felly

606
00:12:25,020 --> 00:12:26,140
ein sylwadau

607
00:12:26,140 --> 00:12:27,260
sylwadol

608
00:12:27,260 --> 00:12:27,740
os ydych chi'n hoffi

609
00:12:27,740 --> 00:12:28,220
yw meddwl

610
00:12:28,220 --> 00:12:28,700
am

611
00:12:28,700 --> 00:12:29,500
yr hyn rydyn ni'n ceisio

612
00:12:29,500 --> 00:12:30,060
ei wneud

613
00:12:30,060 --> 00:12:30,380
ia

614
00:12:30,380 --> 00:12:30,620
mewn

615
00:12:30,620 --> 00:12:31,100
ddiddorol

616
00:12:31,100 --> 00:12:32,060
ddiddorol

617
00:12:32,060 --> 00:12:32,380
ac

618
00:12:32,380 --> 00:12:32,860
mewn ddiddorol

619
00:12:33,580 --> 00:12:33,980
ac mewn

620
00:12:33,980 --> 00:12:34,380
ddiddorol

621
00:12:34,380 --> 00:12:35,100
ddiddorol

622
00:12:35,100 --> 00:12:35,820
well

623
00:12:35,820 --> 00:12:36,460
yn sylwadol

624
00:12:36,460 --> 00:12:37,020
rydyn ni'n ceisio

625
00:12:37,020 --> 00:12:37,420
helpu

626
00:12:37,420 --> 00:12:37,820
creu

627
00:12:37,820 --> 00:12:38,380
ddiddorol

628
00:12:38,380 --> 00:12:38,780
dydyn ni ddim?

629
00:12:39,500 --> 00:12:39,820
ia

630
00:12:39,820 --> 00:12:40,460
rydyn ni ddim yn ceisio

631
00:12:40,460 --> 00:12:41,020
creu

632
00:12:41,020 --> 00:12:42,220
ddiddorol

633
00:12:42,220 --> 00:12:43,740
o'r ddiddorol ddiddorol

634
00:12:43,740 --> 00:12:44,140
rydyn ni'n ceisio

635
00:12:44,140 --> 00:12:44,620
creu

636
00:12:44,620 --> 00:12:45,100
ddiddorol

637
00:12:45,100 --> 00:12:46,220
dyna pam mae'r ystafell hwn

638
00:12:46,220 --> 00:12:46,540
yn cael ei ennill

639
00:12:46,540 --> 00:12:47,340
ddiddorol

640
00:12:47,340 --> 00:12:48,140
neu ddiddorol

641
00:12:48,140 --> 00:12:48,860
ia

642
00:12:48,860 --> 00:12:50,300
felly

643
00:12:50,300 --> 00:12:50,940
un o'r pethau

644
00:12:50,940 --> 00:12:51,580
rydyn ni'n edrych arno

645
00:12:51,580 --> 00:12:52,220
ac rydw i'n mynd

646
00:12:52,220 --> 00:12:52,940
i siarad am hyn

647
00:12:52,940 --> 00:12:53,500
heddiw

648
00:12:53,580 --> 00:12:53,820
yw

649
00:12:53,820 --> 00:12:54,860
am y effaith

650
00:12:54,860 --> 00:12:55,740
o ddiddorol

651
00:12:55,740 --> 00:12:56,940
ddiddorol ddiddorol

652
00:12:56,940 --> 00:12:57,180
ar

653
00:12:57,180 --> 00:12:58,380
ddiddorol ddiddorol

654
00:12:58,380 --> 00:12:59,020
mewn gwirionedd

655
00:12:59,020 --> 00:12:59,740
os bydd y ddiddorol

656
00:12:59,740 --> 00:13:00,380
yn ddiddorol

657
00:13:00,380 --> 00:13:01,020
ychydig fel

658
00:13:01,020 --> 00:13:02,700
yn y text italian

659
00:13:02,700 --> 00:13:02,940
i

660
00:13:03,900 --> 00:13:04,140
yn ôl

661
00:13:04,140 --> 00:13:05,500
i'r iaith gyntaf

662
00:13:05,500 --> 00:13:06,460
a oes hynny'n helpu

663
00:13:06,460 --> 00:13:07,340
a'n cynyddu

664
00:13:07,340 --> 00:13:08,860
ddiddorol ddiddorol

665
00:13:08,860 --> 00:13:09,260
neu a oes

666
00:13:09,260 --> 00:13:09,740
hi'n llenwio

667
00:13:09,740 --> 00:13:10,220
arno

668
00:13:11,180 --> 00:13:11,420
ia

669
00:13:11,420 --> 00:13:11,900
a oes hynny'n iawn?

670
00:13:12,620 --> 00:13:13,100
a oes hynny'n iawn?

671
00:13:13,740 --> 00:13:14,140
ydw i'n mynd

672
00:13:14,140 --> 00:13:14,620
yn ffasig?

673
00:13:15,420 --> 00:13:15,820
na

674
00:13:15,820 --> 00:13:16,620
ia

675
00:13:16,620 --> 00:13:17,180
dyna un peth

676
00:13:17,180 --> 00:13:17,900
rydyn ni'n edrych arno

677
00:13:17,900 --> 00:13:18,460
ond dydw i ddim

678
00:13:18,460 --> 00:13:19,420
yn mynd i siarad am hynny heddiw

679
00:13:20,460 --> 00:13:20,940
un peth arall

680
00:13:20,940 --> 00:13:21,580
rydyn ni'n edrych arno

681
00:13:21,580 --> 00:13:22,540
yw effaith

682
00:13:22,540 --> 00:13:23,580
o ddiddorol ddiddorol

683
00:13:23,580 --> 00:13:24,300
dysgu

684
00:13:24,300 --> 00:13:25,660
ar ddiddorol ddiddorol

685
00:13:25,660 --> 00:13:26,300
ddiddorol

686
00:13:27,260 --> 00:13:28,220
mewn ysgolion cyntaf

687
00:13:28,220 --> 00:13:28,700
rydyn ni'n edrych

688
00:13:28,700 --> 00:13:29,100
i weld

689
00:13:29,100 --> 00:13:29,980
a ydy

690
00:13:29,980 --> 00:13:30,460
dysgu

691
00:13:32,140 --> 00:13:32,460
well

692
00:13:32,460 --> 00:13:33,020
yng Nghymru

693
00:13:33,020 --> 00:13:33,900
yn amlwg

694
00:13:33,900 --> 00:13:34,380
dysgu

695
00:13:34,380 --> 00:13:34,780
Ffranc

696
00:13:34,780 --> 00:13:35,980
neu Italian

697
00:13:35,980 --> 00:13:36,460
efallai

698
00:13:36,460 --> 00:13:36,940
Ysgolion

699
00:13:36,940 --> 00:13:37,740
yn y dyfodol

700
00:13:37,740 --> 00:13:39,100
mae'n effaith

701
00:13:39,100 --> 00:13:40,060
ar eu ddiddorol

702
00:13:40,060 --> 00:13:40,700
ddiddorol

703
00:13:40,780 --> 00:13:41,340
ddiddorol

704
00:13:41,340 --> 00:13:41,980
ysgolion

705
00:13:41,980 --> 00:13:42,700
ddiddorol

706
00:13:42,700 --> 00:13:43,580
yng Nghymru

707
00:13:43,580 --> 00:13:44,140
iawn

708
00:13:44,140 --> 00:13:44,780
a dyma

709
00:13:44,780 --> 00:13:45,660
prosiect ysgol

710
00:13:45,660 --> 00:13:47,260
sy'n mynd ar y ffordd

711
00:13:47,260 --> 00:13:47,900
Rydyn ni'n meddwl

712
00:13:47,900 --> 00:13:48,540
ar hyn o bryd

713
00:13:48,540 --> 00:13:48,940
mae'n effaith

714
00:13:48,940 --> 00:13:50,540
ar y ddiddorol

715
00:13:50,540 --> 00:13:51,020
sy'n dda

716
00:13:52,060 --> 00:13:52,700
ond rydyn ni'n ceisio

717
00:13:52,700 --> 00:13:53,100
rydyn ni'n meddwl

718
00:13:53,100 --> 00:13:53,340
mae angen

719
00:13:53,340 --> 00:13:53,980
cael ei ysbrydoli

720
00:13:55,500 --> 00:13:56,140
Rydym hefyd

721
00:13:56,700 --> 00:13:57,180
yn dechrau

722
00:13:57,180 --> 00:13:57,580
edrych ar

723
00:13:57,580 --> 00:13:58,300
a ydy

724
00:13:58,300 --> 00:13:58,780
ddiddorol

725
00:13:58,780 --> 00:13:59,580
ddiddorol

726
00:13:59,580 --> 00:14:00,140
yn gallu

727
00:14:01,580 --> 00:14:02,060
myfyrwyr

728
00:14:02,060 --> 00:14:03,180
mewn pêrs

729
00:14:03,180 --> 00:14:03,820
mewn gweithgaredd

730
00:14:03,820 --> 00:14:04,780
gweithgaredd

731
00:14:04,860 --> 00:14:05,500
mewn gweithgaredd

732
00:14:06,220 --> 00:14:06,940
i ddewis

733
00:14:06,940 --> 00:14:07,820
i'r L1

734
00:14:08,460 --> 00:14:09,740
Yn y byd byw

735
00:14:09,740 --> 00:14:11,340
Yn y byd byw

736
00:14:11,340 --> 00:14:13,100
gwahaniaeth ddiddorol

737
00:14:13,100 --> 00:14:13,820
ddiddorol

738
00:14:14,620 --> 00:14:15,100
iawn

739
00:14:15,100 --> 00:14:15,740
Felly, yn hytrach na

740
00:14:15,740 --> 00:14:16,380
gofyn iddyn nhw

741
00:14:17,100 --> 00:14:17,660
dweud na,

742
00:14:17,660 --> 00:14:18,300
rhaid i chi ddim

743
00:14:18,300 --> 00:14:19,100
ddefnyddio

744
00:14:19,100 --> 00:14:19,820
yn eich cas

745
00:14:19,820 --> 00:14:21,100
Ysgol

746
00:14:21,100 --> 00:14:21,660
mewn gwirionedd

747
00:14:21,660 --> 00:14:22,540
ymgyrchu iddyn nhw

748
00:14:22,540 --> 00:14:23,020
i ddefnyddio

749
00:14:23,580 --> 00:14:24,540
rhywysg

750
00:14:24,540 --> 00:14:25,340
L1

751
00:14:25,340 --> 00:14:26,140
iawn

752
00:14:26,140 --> 00:14:26,780
er mwyn

753
00:14:26,780 --> 00:14:27,740
gael'r ddiddorol

754
00:14:27,740 --> 00:14:28,140
mynd

755
00:14:28,940 --> 00:14:29,340
ac yna

756
00:14:29,340 --> 00:14:30,460
ymdrechion

757
00:14:30,460 --> 00:14:31,020
mynd

758
00:14:31,020 --> 00:14:31,900
o'r

759
00:14:31,900 --> 00:14:32,700
sefydliad

760
00:14:32,700 --> 00:14:33,020
er mwyn

761
00:14:33,900 --> 00:14:34,460
defnyddio

762
00:14:34,460 --> 00:14:35,180
y sylweddirefn

763
00:14:35,740 --> 00:15:00,860
Agorwch

764
00:15:00,860 --> 00:15:07,740
y sylweddolaethau a phhrasau fel y bydd y llyfr yn cynyddu o L1 i L2,

765
00:15:07,740 --> 00:15:10,700
iawn, felly rydyn ni'n creu hynny yw'r sylweddoliad o greu bilingwyr

766
00:15:10,700 --> 00:15:14,380
ac rydyn ni'n teimlo ei fod wedi'i helpu'n siŵr i ddysgu'r ddiogelwch

767
00:15:14,380 --> 00:15:19,340
mae'n helpu'n siŵr i ddysgu eu dealltwriaeth o sut mae'r grammo'n gweithio

768
00:15:19,340 --> 00:15:24,860
ac roedd hynny'n ddiddorol iawn, er enghraifft, yr un rydw i'n mynd i siarad amdano heddiw

769
00:15:24,860 --> 00:15:28,700
yw effaith newid iawn o ddiogelwch y ddiogelwch

770
00:15:28,700 --> 00:15:33,820
mewn program ymgynghori'r myfyrwyr a'r myfyrwyr

771
00:15:33,820 --> 00:15:38,620
ymgynghori, iawn, ac y sylweddoliad i hyn

772
00:15:38,620 --> 00:15:42,780
yw Hong Kong, ac mae fy myfyrwyr ymgynghori, Yuen Yiu Lo

773
00:15:42,780 --> 00:15:46,220
ac rydw i wedi gweithio ar hyn, edrych ar y math o amgylchedd,

774
00:15:46,220 --> 00:15:49,580
y myfyrwyr ymgynghori yng Nghymru, ychydig o sylweddoliad

775
00:15:49,580 --> 00:15:52,860
er mwyn i chi ddeall y sylweddol, dewis.

776
00:15:52,860 --> 00:15:58,060
Yng Nghymru, diwethaf 1997, polisi gyda pemeriksaan

777
00:15:58,060 --> 00:16:01,900
yw polisi sylweddoliad.

778
00:16:02,140 --> 00:16:05,980
Yn ailgylchedd, y myfyrwyr allan i wneud yr hyn y maen nhw eisiau.

779
00:16:05,980 --> 00:16:09,580
Gallan nhw dysgu amgylchedd, geografi, sains, matematika

780
00:16:09,580 --> 00:16:12,540
dros angol, neu gallan nhw'i dysgu dros

781
00:16:12,540 --> 00:16:17,580
Cina, Cantonese, ac, sylweddoli, sylweddoli,

782
00:16:17,660 --> 00:16:19,980
drainage, most schools opted to teach it through

783
00:16:19,980 --> 00:16:23,420
English as the medium of instruction, because it was,

784
00:16:23,420 --> 00:16:26,860
as you know, Hong Kong was a colonial nation

785
00:16:26,860 --> 00:16:31,020
up until 1997, colonised by the British.

786
00:16:31,020 --> 00:16:34,380
And, therefore, English was very, very dominant and important,

787
00:16:34,380 --> 00:16:39,900
and parents felt this was the the language of improvement. This is how

788
00:16:39,900 --> 00:16:43,900
you get on in life, career-wise.

789
00:16:43,900 --> 00:16:48,380
After 1997, when it went to became part of

790
00:16:48,380 --> 00:16:52,940
China, if you like, mother tongue education

791
00:16:52,940 --> 00:16:57,100
was imposed much more on secondary schools

792
00:16:57,100 --> 00:17:02,620
in Hong Kong. So, many more schools had to teach through the

793
00:17:02,620 --> 00:17:07,580
medium of Chinese, okay? And, this way, English medium of

794
00:17:07,580 --> 00:17:09,980
instruction went down to about 25 percent,

795
00:17:09,980 --> 00:17:13,820
and they had to actually apply to the government for exemption,

796
00:17:13,820 --> 00:17:17,340
so they could actually teach history, geography, through

797
00:17:17,340 --> 00:17:20,860
the medium of English as a second language.

798
00:17:20,860 --> 00:17:24,620
Since 2001, there has been what we call a softening

799
00:17:24,620 --> 00:17:30,940
of the policy. They can have some subjects taught

800
00:17:30,940 --> 00:17:34,620
through English, some years can switch a bit earlier,

801
00:17:34,620 --> 00:17:37,740
some a bit later. What we've got a situation at the moment, therefore,

802
00:17:37,740 --> 00:17:41,500
is we've got some schools where you've got

803
00:17:41,500 --> 00:17:47,820
some lessons being taught in Chinese, and some lessons being taught in English,

804
00:17:47,820 --> 00:17:51,180
some subjects being taught in English, okay? Roughly

805
00:17:51,180 --> 00:17:54,860
that kind of a proportion. So, this would be English-only schools,

806
00:17:54,860 --> 00:17:58,300
this would be Chinese-only schools, and this would be schools where

807
00:17:58,300 --> 00:18:04,140
there is a switch from grade nine, that's 14 years old, maybe, here,

808
00:18:04,780 --> 00:18:11,260
14, to grade 10. In grade nine, they are teaching in Chinese, and in grade 10,

809
00:18:11,260 --> 00:18:14,780
they're teaching in English, or at least they're supposed to be teaching in

810
00:18:14,780 --> 00:18:17,820
English, okay? And what we were interested in to see

811
00:18:17,820 --> 00:18:22,380
was, do classroom interaction patterns, this is the interaction between the

812
00:18:22,380 --> 00:18:26,700
teacher and the students, do these patterns change between grade

813
00:18:26,700 --> 00:18:30,220
nine and grade 10 in schools which switch

814
00:18:30,220 --> 00:18:34,780
the medium of instruction to English? Are there differences in interaction

815
00:18:34,780 --> 00:18:38,460
patterns between MOI switching schools and English

816
00:18:38,460 --> 00:18:43,420
medium schools at grade 10, okay? And the theory behind

817
00:18:43,420 --> 00:18:48,140
that, of course, is the interaction is key to learning. If you're learning

818
00:18:48,140 --> 00:18:52,060
science, learning geography, you are,

819
00:18:52,060 --> 00:18:55,100
in a sense, developing your cognitive abilities

820
00:18:55,100 --> 00:18:59,500
through this interaction with the teacher, the scaffolding work that the

821
00:18:59,500 --> 00:19:03,100
teacher does. Is that okay? Yeah? So, interaction is

822
00:19:03,100 --> 00:19:06,140
very, very important. Okay, well, at least we believe it, anyway.

823
00:19:06,140 --> 00:19:10,140
We think it's important. Okay, so what we have got is

824
00:19:10,140 --> 00:19:16,220
60 lessons were recorded and transcribed and analysed.

825
00:19:16,220 --> 00:19:20,620
38 were in the MOI switching schools, these were the schools which changed

826
00:19:20,620 --> 00:19:25,180
from Chinese to, five minutes, yeah, from Chinese

827
00:19:25,180 --> 00:19:30,220
to English, and 38, sorry, 22 were in the schools which were the same. They

828
00:19:30,220 --> 00:19:32,620
were already teaching in English in grade nine

829
00:19:32,620 --> 00:19:35,900
and were carrying on teaching in English in grade 10.

830
00:19:35,900 --> 00:19:42,540
Okay? Okay, so what did we look at? We looked at the proportion of teacher

831
00:19:42,540 --> 00:19:47,660
student talk. How much did the teacher talk? How much did the students talk?

832
00:19:47,660 --> 00:19:51,740
Okay? And we wanted to see if that changed between grade nine

833
00:19:51,740 --> 00:19:55,580
and grade 10. We looked at the lead, the lead, the mean

834
00:19:55,580 --> 00:20:00,140
length of teacher turn. In other words, did they talk

835
00:20:00,140 --> 00:20:06,300
for longer, for, before stopping, yeah, and allowing the learners to reply. So,

836
00:20:06,300 --> 00:20:10,060
we're looking at the changeover in the length of the turn

837
00:20:10,060 --> 00:20:14,540
between teacher and students. We looked at the initiation response feedbacks.

838
00:20:14,540 --> 00:20:19,500
Are you familiar with IRF? Yes? I initiate. How are you? I'm fine.

839
00:20:19,500 --> 00:20:23,100
Very good. Yes? Initiation response feedback.

840
00:20:23,100 --> 00:20:29,100
That's a typical type of sequence in most classrooms, in any subject, whether

841
00:20:29,100 --> 00:20:32,060
it's history, geography, or science. Yes, teacher asks a

842
00:20:32,060 --> 00:20:35,740
question, the student replies, and this is a typical technique that's

843
00:20:35,740 --> 00:20:39,580
used the world over in these subjects. So, we were looking if

844
00:20:39,580 --> 00:20:43,180
that changed. We looked at teacher questioning

845
00:20:43,180 --> 00:20:45,980
techniques. What kind of questions did they ask?

846
00:20:45,980 --> 00:20:50,140
Were they open questions or closed questions?

847
00:20:50,140 --> 00:20:53,660
And, as I say, the theory is about the fact that

848
00:20:53,660 --> 00:20:57,260
quality interaction, quality interaction between teacher and student

849
00:20:57,260 --> 00:21:02,940
leads to learning, leads to learning. Okay, I won't tell you much about the

850
00:21:02,940 --> 00:21:05,900
data analysis system. You'll have to trust me that it was,

851
00:21:05,900 --> 00:21:12,540
you know, rigorous and valid. What did we find, briefly? Well, we found

852
00:21:12,540 --> 00:21:15,660
that, first of all, the extent of change was

853
00:21:15,660 --> 00:21:19,020
not uniform in the three participant schools. In other

854
00:21:19,020 --> 00:21:22,380
words, even though they were supposed to change to English,

855
00:21:22,380 --> 00:21:25,900
they didn't change in the same way, and I'll show you.

856
00:21:25,900 --> 00:21:31,500
Very importantly, where substantial English was used, where the change was

857
00:21:31,500 --> 00:21:35,740
very sudden, and suddenly they started using a lot more English,

858
00:21:35,740 --> 00:21:39,340
there were very important changes in the teacher-student

859
00:21:39,340 --> 00:21:43,660
interaction patterns as follows. But, first of all, you might like to see,

860
00:21:43,660 --> 00:21:46,700
this is teacher A, where, sorry, teacher A, school A,

861
00:21:46,700 --> 00:21:50,620
where the teachers were changing a lot to English. You can see,

862
00:21:50,620 --> 00:21:54,380
actually, there was very little Chinese coming in, although there was a bit of

863
00:21:54,380 --> 00:21:56,380
Chinese, which we haven't shown you yet, but it

864
00:21:56,380 --> 00:22:00,220
was big chunks of English, and then maybe big, you know, some chunks

865
00:22:00,220 --> 00:22:02,860
of Chinese, and then more big chunks of English.

866
00:22:02,860 --> 00:22:06,140
In school B, you can see a very different type

867
00:22:06,140 --> 00:22:09,660
of interaction going on,

868
00:22:12,380 --> 00:22:16,460
and in school C, even more, check, different kind of, this is a kind of a

869
00:22:16,460 --> 00:22:21,340
typical thing, see, the kind of the way that this

870
00:22:21,340 --> 00:22:28,860
biology lesson is being delivered through switch code or English-only code.

871
00:22:28,860 --> 00:22:32,060
Okay, let's look at the results for school A.

872
00:22:32,060 --> 00:22:35,100
So, where there was a substantial increase,

873
00:22:35,100 --> 00:22:39,900
where, as in school A, in the medium of instruction to English,

874
00:22:39,900 --> 00:22:42,940
what did we find in terms of the interaction? First of all, the

875
00:22:42,940 --> 00:22:47,660
proportion of teacher talk increased significantly, statistically

876
00:22:47,660 --> 00:22:52,060
significantly. The teachers just talked more, and the

877
00:22:52,060 --> 00:22:55,020
students talked less.

878
00:22:55,100 --> 00:22:58,140
The mean length of the teacher terms rose significantly,

879
00:22:58,140 --> 00:23:01,660
and, as you would expect, the student terms diminished,

880
00:23:01,660 --> 00:23:06,860
decreased significantly. The wait time, do you know the wait time, this is how

881
00:23:06,860 --> 00:23:10,380
long you give to the student to process an answer,

882
00:23:10,380 --> 00:23:13,820
that actually increased in that school A, so you think, oh, that's good,

883
00:23:13,820 --> 00:23:17,660
they're giving them more time to process an answer, but in fact,

884
00:23:17,660 --> 00:23:20,860
the richness of the content of the student responses

885
00:23:20,860 --> 00:23:26,780
decreased. The inform act, inform is just basically, Tai will tell you

886
00:23:26,780 --> 00:23:30,380
some information, acts from the teacher, which does not

887
00:23:30,380 --> 00:23:34,220
involve any verbal exchanges between teachers and students, increased

888
00:23:34,220 --> 00:23:37,020
considerably, while the percentage of student

889
00:23:37,020 --> 00:23:43,980
responses decreased. Lessons became more non-interactive,

890
00:23:43,980 --> 00:23:49,580
and there were fewer IRF sequences. Now, I haven't got much time, but in the

891
00:23:49,580 --> 00:23:53,660
grade 9, you had much more of the IR-IRF type

892
00:23:53,660 --> 00:23:57,660
sequence, initiation response, initiation response, and then the feedback,

893
00:23:57,660 --> 00:24:01,660
or even IR-FRF, okay, so it's a much more

894
00:24:01,660 --> 00:24:04,860
interactive type of interaction than this straightforward

895
00:24:04,860 --> 00:24:10,700
IRF. Okay, just grade 10 teachers were also found to be less skillful in

896
00:24:10,700 --> 00:24:13,900
asking questions, and in school B, which did not really

897
00:24:13,900 --> 00:24:16,940
switch to English in grade 10, the interaction patterns remained roughly

898
00:24:16,940 --> 00:24:21,900
the same. Okay, one more slide.

899
00:24:21,900 --> 00:24:25,980
For me, the most important thing was that in school A, the code switching

900
00:24:25,980 --> 00:24:29,980
was not intra-sentential, it was not like that Italian that I showed you,

901
00:24:29,980 --> 00:24:33,180
okay, it was huge chunks of English, then big

902
00:24:33,180 --> 00:24:37,340
chunks of Chinese, and big chunks of it, it was not moving in and out of the

903
00:24:37,340 --> 00:24:42,060
language, allowing the learner to grasp

904
00:24:42,060 --> 00:24:47,260
the meaning of the English with a bit of help of the Chinese.

905
00:24:47,260 --> 00:24:51,100
Whereas in English medium schools, there was a lot more intra-sentential

906
00:24:51,100 --> 00:24:55,900
switching, much more typical. Conclusions.

907
00:24:55,900 --> 00:24:59,100
In this particular study, teachers in Hong Kong,

908
00:24:59,100 --> 00:25:03,900
in our opinion, in our conclusions, they were not ready for the change to English

909
00:25:03,900 --> 00:25:07,980
as the medium of instruction. What are my

910
00:25:07,980 --> 00:25:11,020
possible, and you can use possible solutions,

911
00:25:11,020 --> 00:25:15,580
maybe an earlier change of the medium instructions in some subjects

912
00:25:15,580 --> 00:25:19,100
is the solution, but we know that that has some problems

913
00:25:19,100 --> 00:25:22,780
as well. Teachers certainly need training

914
00:25:22,780 --> 00:25:25,900
in a lot of help, let alone training, they need a lot of help

915
00:25:25,900 --> 00:25:30,620
in putting across meaning in L2 whilst maintaining the quality of the

916
00:25:30,620 --> 00:25:33,660
interaction. It's this balance between the quality

917
00:25:33,660 --> 00:25:37,660
interaction and staying in the second language.

918
00:25:37,660 --> 00:25:42,140
And in my view, particularly, I think teachers need to adopt a more rigorous

919
00:25:42,140 --> 00:25:45,260
and research-informed code switching framework,

920
00:25:45,260 --> 00:25:49,660
which allows you to kind of come in and out of the language and bring

921
00:25:49,660 --> 00:25:56,620
the children with you. Thank you.