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Small but Mighty: Challenging Hegemonic Discourses in Developing Literacy in a Minority Language

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Title: Small but Mighty: Challenging Hegemonic Discourses in Developing Literacy in a Minority Language
Language: English
Authors: Rhiannon Packer (ORCID 0000-0002-1976-8410), Mirain Rhys (ORCID 0000-0003-0521-6858)
Source: British Journal of Special Education. 2025 52(2):258-264.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Language Minorities, Literacy, Special Needs Students, Language of Instruction, Welsh, English, Power Structure, Cultural Maintenance, Bilingualism
Geographic Terms: United Kingdom (Wales)
DOI: 10.1111/1467-8578.70030
ISSN: 0952-3383
1467-8578
Abstract: Navigating support and seeking resources to support children and young people with additional learning needs (ALN) can be a challenge, but for those receiving state-funded education, the barriers to ensuring effective provision can be further compounded. This paper explores the challenges faced in Welsh-medium education by the hegemonic discourses of the dominant language, English. There is an intricate link between literacy in minority languages and issues of power, identity and cultural preservation and promotion. The success of Welsh-medium education highlights some of these tensions, particularly in providing support for learners with ALN. We explore attempts to redress this hegemony, while valuing the role that competence in both Welsh "and" English has for everyone. We focus on the current challenges faced in supporting learners with ALN in schools to develop literacy in Welsh, as their home or preferred language, and how these challenges might be overcome.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474939
Database: ERIC
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  Value: <anid>AN0186162467;bmp01jun.25;2025Jun27.03:54;v2.2.500</anid> <title id="AN0186162467-1">Small but mighty: Challenging hegemonic discourses in developing literacy in a minority language </title> <p>Navigating support and seeking resources to support children and young people with additional learning needs (ALN) can be a challenge, but for those receiving state‐funded education, the barriers to ensuring effective provision can be further compounded. This paper explores the challenges faced in Welsh‐medium education by the hegemonic discourses of the dominant language, English. There is an intricate link between literacy in minority languages and issues of power, identity and cultural preservation and promotion. The success of Welsh‐medium education highlights some of these tensions, particularly in providing support for learners with ALN. We explore attempts to redress this hegemony, while valuing the role that competence in both Welsh and English has for everyone. We focus on the current challenges faced in supporting learners with ALN in schools to develop literacy in Welsh, as their home or preferred language, and how these challenges might be overcome.</p> <p>Keywords: ALN; bilingual resources; literacy; Welsh‐medium</p> <p></p> <ulist> <item> The transformation of education in Wales is bringing new perspectives to curriculum delivery and assessment, but despite the commitment to increase the number of Welsh speakers, there is concern that the Curriculum for Wales has combined both languages in one area of learning and experience.</item> <p></p> <item> The Additional Learning Needs Code for Wales explicitly requires bilingual support for learners and mandates 'reasonable steps' to provide provision in Welsh, recognising that the language medium is integral to effective support for additional learning needs.</item> <p></p> <item> Around a third of schools in Wales deliver the curriculum in Welsh, but there is a critical shortage of Welsh resources, standardised assessments and qualified Welsh‐speaking practitioners to support learners with additional learning needs particularly in literacy.</item> <p></p> <item> Recent initiatives to address these challenges aim to create a more coherent and sustainable approach to equitable support for all learners in Wales.</item> </ulist> <p>Key points</p> <hd id="AN0186162467-2">BACKGROUND</hd> <p>Navigating support and seeking resources to support children and young people with special educational needs (now referred to as additional learning needs [ALN] in Wales) can be a challenge, but for those educated in a minority language, the barriers to ensuring effective provision can be further compounded. Wales has its own distinct culture and language (Welsh) and is a bilingual country where both Welsh and English have official status (Welsh Government [WG], [<reflink idref="bib35" id="ref1">35</reflink>]). Concern for the maintenance of the Welsh language increased during the twentieth century; the first Welsh‐medium schools opened in 1949, following concerted efforts from parents. Currently, 30% of schools (<emph>n</emph> = 438) provide education through Welsh (Estyn, [<reflink idref="bib9" id="ref2">9</reflink>]), teaching 22.7% of all children and young people in Wales (StatsWales, [<reflink idref="bib30" id="ref3">30</reflink>]). Additionally, all learners aged 3 to 16 who are not in Welsh‐medium education are required to learn Welsh as a second language in English‐medium state schools.</p> <p>Kenny and Barnes ([<reflink idref="bib17" id="ref4">17</reflink>], p. 12) note, 'the UK is a multilingual country, but this extra linguistic competence in "community", "heritage" or "home" languages is rarely recognised'. They highlight two significant issues: that learners leave education with 'a lifelong English monolingualism' and that bilingualism or multilingualism is seen as a 'problem rather than as an under‐explored asset' (Kenny & Barnes, [<reflink idref="bib17" id="ref5">17</reflink>], p. 13). To the contrary, in Wales, there is a commitment to 'supporting the centrality of the Welsh language to cultural identity and a sense of belonging' (Gorrara et al., [<reflink idref="bib13" id="ref6">13</reflink>], p. 245).</p> <p>Education in Wales is undergoing significant transformation, bringing new perspectives on curriculum delivery and assessment, pedagogical approaches and ways of working. Since devolution in 1997, Wales has had responsibility for developing its own curriculum, initially nuanced as a National Curriculum different from England's, and more recently, with the implementation of a distinct Curriculum for Wales (CfW) for learners aged 3 to 16 (WG, [<reflink idref="bib39" id="ref7">39</reflink>]). The CfW promotes a more integrated approach to learning, comprising six areas of learning and experience (AoLEs), one of which is language, literacy and communication. Within this AoLE is the teaching of both Welsh (as either a first or second language) and English. The implementation of progression steps underpins the idea of a learning continuum, recognising that not all learners progress at the same rate. Furthermore, the former special educational needs (SEN) legislation has been replaced by the Additional Learning Needs (ALN) and Education Tribunal Act (Wales) (WG, [<reflink idref="bib36" id="ref8">36</reflink>]) and subsequent ALN Code for Wales (WG, [<reflink idref="bib38" id="ref9">38</reflink>]). These provide an additional layer of legislation to support learners' educational needs that is currently being phased in (from September 2021 to 2025) alongside the CfW.</p> <p>While the definition of ALN is 'materially the same as that for SEN' (Senedd Cymru, [<reflink idref="bib28" id="ref10">28</reflink>], p. 3), an individual will not be deemed to have ALN if their difficulty can be addressed through generally available provision and does not require additional learning provision (ALP). Shifting towards generally available provision, accessible to all learners, has significantly reduced the number of learners identified with ALN from 93,000 in 2020–2021 (20% of all pupils) to 52,152 (11.2% of all pupils) in 2023–24 (Senedd Cymru, [<reflink idref="bib28" id="ref11">28</reflink>]; WG, [<reflink idref="bib42" id="ref12">42</reflink>]). This suggests that many pupils previously identified as having SEN under the former system are now receiving generally available provision, whether in Welsh or English, as per the ALN Code for Wales (WG, [<reflink idref="bib38" id="ref13">38</reflink>]). Possible reasons include the previous system's tendency to overidentify learners and the removal of formal recognition for those under School Action and School Action Plus.</p> <p>With continued growth comes increasing demand for materials and resources for all learners, including those with ALN. The Welsh Government ([<reflink idref="bib37" id="ref14">37</reflink>], p.2) have outlined the intention to 'transform expectations, experiences and outcomes for children and young people with additional learning needs' with the implementation of the ALN Code for Wales. The ALN Code requires consideration of the language of provision for a child or young person with ALN; all reasonable steps must be taken to ensure that provision. However, there are ongoing concerns about the availability of resources to support ALN work (Estyn, [<reflink idref="bib9" id="ref15">9</reflink>]; Senedd Cymru, [<reflink idref="bib29" id="ref16">29</reflink>]).</p> <p>Full CfW implementation is due for 2026; however, some indications of challenges are already apparent, particularly in relation to learners with ALN accessing Welsh‐medium education. These concerns are discussed below, and while these challenges relate to the overall discussion of curriculum reform and implementation, our focus will be in relation to supporting the literacy development of learners with ALN in Welsh‐medium education.</p> <hd id="AN0186162467-3">ADVOCATING BILINGUAL EDUCATION FOR ALL LEARNERS, REGARDLESS OF NEED</hd> <p>The Welsh Government stipulate that all children should have the opportunity to become bilingual: 'the Welsh language belongs to everyone ... It is part of what defines us as a nation' (WG, [<reflink idref="bib43" id="ref17">43</reflink>]). Welsh, a language of Celtic–Brythonic origin, has a transparent orthography in that letter–sound correspondence is consistent, while English has an opaque orthography, where the letter–sound relationship is quite irregular. This impacts early literacy acquisition, whereby learning to read and spell in Welsh is easier due to its orthographic regularity (Ellis & Hooper, [<reflink idref="bib8" id="ref18">8</reflink>]; Rhys & Thomas, [<reflink idref="bib26" id="ref19">26</reflink>]). Gathercole and Thomas ([<reflink idref="bib12" id="ref20">12</reflink>]) suggest that Welsh–English bilingual children may initially develop literacy skills more slowly due to the dual demands of both languages, but these differences tend to equalise over time. Children with ALN may require additional time and tailored support to develop literacy in Welsh without compromising their English literacy.</p> <p>Prior to the introduction of the CfW, Wales had an early‐years curriculum called the foundation phase (FP) (WG, [<reflink idref="bib34" id="ref21">34</reflink>]), which was similar to the CfW in its holistic approach to education. Welsh language was included as a separate area of learning (similar to the AoLEs that make up the CfW), giving the language status in English‐majority contexts. Embedding both languages within one AoLE in the CfW can become problematic for a minority language like Welsh, as there is a risk of Welsh being overshadowed by English within the curriculum. Baker ([<reflink idref="bib2" id="ref22">2</reflink>]) highlights that minority languages often struggle to compete with dominant languages in bilingual educational contexts without clear protections. Most pupils in Welsh‐medium schools come from homes where Welsh is not spoken, with an immersion approach required to ensure proficiency. Embedding both languages together in one AoLE risks the Welsh Government's ambitions of reaching one million speakers by 2050, as evidence from other minority contexts has shown that dedicated spaces, significant promotion and targeted support for minority languages are required for them to thrive (May, [<reflink idref="bib22" id="ref23">22</reflink>]; McLeod, [<reflink idref="bib23" id="ref24">23</reflink>]).</p> <p>Following an evaluation scoping study (WG, [<reflink idref="bib40" id="ref25">40</reflink>]), initial appraisals of CfW are currently underway. The most recent annual report (WG, [<reflink idref="bib41" id="ref26">41</reflink>]) recognised the Covid‐19 pandemic's negative impact upon Welsh teaching and identified challenges in recruiting teachers able to teach Welsh as a subject and as a medium for teaching other subjects. Education is viewed as central to the Cymraeg 2050: Welsh language strategy (WG, [<reflink idref="bib35" id="ref27">35</reflink>]) target of one million Welsh speakers, by increasing the proportion of learners leaving statutory education able to speak Welsh to 70% as well as growing the number of practitioners able to deliver in Welsh (Welsh Language Commissioner, [<reflink idref="bib44" id="ref28">44</reflink>]). A bilingual system of support for ALN learners is central to the ALN Code for Wales. Feedback gathered from senior leaders in both Welsh‐ and English‐medium schools during the first‐wave CfW evaluation found that the teaching of Welsh in schools was considered a priority (WG, [<reflink idref="bib41" id="ref29">41</reflink>]).</p> <hd id="AN0186162467-4">ENSURING A BILINGUAL SYSTEM OF SUPPORT FOR ALN</hd> <p>Ware ([<reflink idref="bib33" id="ref30">33</reflink>]) argues that Wales distinguishes itself in considering SEN children's autonomy and rights through its proactive incorporation of the United Nation's Convention of the Rights of the Child (UNCRC) into law, the establishment of a Children's Commissioner role and a strong emphasis on promoting the Welsh language within education. These initiatives reflect a commitment to children's rights and cultural preservation, as reflected in the ALN Code for Wales, which states that it is a:</p> <p>'bilingual system where all reasonable steps are taken to deliver ALP in Welsh for children and young people who require support through the medium of Welsh, with scope for increasing the delivery of ALP in Welsh over time'.</p> <p>(WG, [<reflink idref="bib38" id="ref31">38</reflink>], p. 37)</p> <p>However, Ware ([<reflink idref="bib33" id="ref32">33</reflink>]) argues that this distinctiveness brings challenges, particularly in balancing language promotion with the individual needs and preferences of children with ALN, advocating for informed debate and research to navigate these complexities effectively. Sensitivity is needed in how language is taught to ALN learners, recognising their rights as individuals to have access to their own languages (UNICEF UK, [<reflink idref="bib32" id="ref33">32</reflink>], article 30) and that having an ALN should not preclude access to any part of the curriculum (UNICEF UK, [<reflink idref="bib32" id="ref34">32</reflink>], article 23).</p> <p>There is long‐standing evidence of the cognitive benefits of bilingualism. Bialystok ([<reflink idref="bib3" id="ref35">3</reflink>]) notes that bilingual children often outperform their monolingual peers on tasks that require attention to language structure, which can aid literacy development. Some ALN learners will possess the cognitive flexibility to enable them to better decode and process language, particularly when explicit teaching methods are used. A rapid evidence assessment of effective approaches and methods in Welsh immersion education highlights that there is scope to support ALN learners in immersion classes, with specific phonics interventions to address the lack of phonics awareness among learners with ALN (Jones et al., [<reflink idref="bib16" id="ref36">16</reflink>]).</p> <p>Bilingual learners can transfer literacy skills from one language to another, but for ALN learners, this process may be slower or less automatic, requiring explicit teaching of language transfer skills. Cummins ([<reflink idref="bib6" id="ref37">6</reflink>]) notes that bilingual children with strong literacy foundations in one language can often apply those skills to the second language, but ALN learners may need more structured support to achieve this. Hickey ([<reflink idref="bib15" id="ref38">15</reflink>]) further found that vocabulary development in minority‐language settings often lags behind that in dominant‐language settings, particularly for children with language learning difficulties. Given that vocabulary breadth and depth are critical for reading comprehension and writing, a smaller vocabulary could hinder a child's ability to decode meaning, infer context and express ideas in writing. Vocabulary gaps can have cascading effects on literacy development, particularly for ALN learners, as reading comprehension suffers when children do not understand key words in texts, making it difficult for them to engage with curriculum content; writing skills are limited if children lack the vocabulary to express their ideas clearly; and oral language skills may also be affected, reducing confidence and participation in Welsh‐medium classroom discussions (Thomas & Roberts, [<reflink idref="bib31" id="ref39">31</reflink>]). This highlights the importance of targeted interventions, parental engagement and increased opportunities for meaningful Welsh language use to support ALN learners in Welsh‐medium education.</p> <p>While consideration of individual access to appropriate bilingual education is of importance, there is a need for parity and equity of experience for learners across Wales. Currently, such provision is not uniform, with evidence of pockets of practice in areas and a lack of a cohesive approach (Estyn, [<reflink idref="bib10" id="ref40">10</reflink>]; Griffiths, [<reflink idref="bib14" id="ref41">14</reflink>]). Indeed, the Welsh Language Commissioner and the Children's Commissioner for Wales ([<reflink idref="bib45" id="ref42">45</reflink>], p. 3) report stated:</p> <p>The language medium of Additional Learning Needs (ALN) provision is integral to the effectiveness and quality of the provision itself. Currently, the ALN system in Wales does not reflect the needs of a bilingual nation'.</p> <p>This disparity is reflected in the pedagogical resources available in Welsh. While some resources and assessment materials can be translated or adapted from other languages into Welsh, often cultural nuances and references are lost. Materials with a focus on language development or an assessment of literacy need to consider the features of the language, such as grammatical structures and orthography. There is a dearth of formal standardised assessments and diagnostic tools in Welsh and recognition that many local authorities are unable to provide appropriate support for many ALN learners in Welsh.</p> <p>Knight and Crick's ([<reflink idref="bib19" id="ref43">19</reflink>]) critical policy analysis of inclusive education in Wales examines how inclusion is articulated and communicated within policy and guidance documents. They highlight inconsistencies between the inclusive values described within educational policies, such as the CfW, and their practical application. This can lead to discourses that marginalise both ALN students and the minority language context. A tension between standardised educational frameworks is noted, and – given the need for flexible approaches to supporting Welsh language literacy among ALN learners – this suggests that standardisation often reinforces hegemonic practices that overlook these learners' specific needs. A continued lack of coherence in policy messaging is also a stumbling block in the promotion of inclusive practices, which could lead to a continuation of the dominance of majority‐language instruction. An alignment of policy and practice is recommended, to include, for example, clear guidelines that prioritise Welsh in literacy programmes for ALN students and ensuring that educators are equipped to implement these practices effectively. Additionally, the authors strongly advocate for further critical policy analysis to support the discourses at play, which might support stakeholders in identifying areas where reforms are needed to better support minority‐language literacy among ALN students.</p> <p>However, there is concern that little progress has been made to realise the ambition of increasing the number of Welsh speakers in education, and this is coupled with the challenge of finding appropriately qualified Welsh‐speaking practitioners (Senedd Cymru, [<reflink idref="bib29" id="ref44">29</reflink>]). A systemic and concerted approach to recruiting and training professionals (teachers and specialist support) is needed to overcome this shortage, with a focus on engaging the next generation of Welsh speakers to consider teaching as a career. This is coupled with a paucity of a range of appropriate resources to support ALN learners in Welsh‐medium education. Davies ([<reflink idref="bib7" id="ref45">7</reflink>]) notes that without equitable access to resources in Welsh, ALN learners may face delays in receiving appropriate literacy interventions, potentially widening the attainment gap. English resources, in general, are developed and published commercially; however, the market for resources in Welsh is small and not commercially viable. The Welsh Government has supported the commissioning of resources in Welsh through the Welsh in Education Resources branch and, more recently, through establishing Adnodd, a government 'arm's‐length' body to oversee and co‐ordinate the provision of educational resources in both languages to support the teaching and delivery of the CfW. Nonetheless, Ryder ([<reflink idref="bib27" id="ref46">27</reflink>]) argues that there is currently a significant lack of tailored resources and assessments for ALN learners.</p> <hd id="AN0186162467-5">TEACHER RECRUITMENT, AGENCY AND ALN LEARNERS IN MAINSTREAM CLASSES</hd> <p>Early examination of the integration between curriculum reform and support systems for children with ALN by Conn and Hutt ([<reflink idref="bib5" id="ref47">5</reflink>]) found tensions between belief systems where those in school‐based or curriculum‐focused roles prioritised the best interests of specific learners. This had the potential to overshadow inclusivity and supported the maintenance of the previous SEN system. Conn and Hutt ([<reflink idref="bib5" id="ref48">5</reflink>]) advocate for clearer articulation of teachers as agents of change in light of the CfW's cross‐disciplinary approach and greater focus on teaching quality.</p> <p>Murphy et al. ([<reflink idref="bib24" id="ref49">24</reflink>]) explored the experiences of additional learning needs co‐ordinators (ALNCos) by examining data from three focus groups. Themes from the research relating to the need to challenge hegemonic discourses include the tendency for ALNCos to adhere too closely to prescribed policies in order to meet accountability standards, potentially sidelining minority language considerations. The research highlights the impact of local accountability systems in shaping ALN practices, which could lead to support for Welsh‐language literacy practices with ALN learners in some geographical contexts. Some ALNCos expressed resistance towards certain reforms, which could hinder the integration of Welsh‐language support for ALN learners, as this might conflict with established practices or local needs (Knight et al., [<reflink idref="bib18" id="ref50">18</reflink>]). The current situation for ALNCos in Wales is also recognised by Estyn, who note that 'many participating ALNCos felt that they do not have sufficient time to carry out their role as effectively as they would like' ([<reflink idref="bib9" id="ref51">9</reflink>], p. 28). It could be argued, therefore, that ALNCos in Welsh‐medium provision have greater demands on their time and resources.</p> <hd id="AN0186162467-6">SUPPORTING LITERACY IN OTHER MINORITY LANGUAGES</hd> <p>In similar contexts, such as with the Basque language and Irish and Scottish Gaelic, evidence suggests that pedagogical approaches, including translanguaging and blended learning, can enhance literacy outcomes for students with diverse linguistic backgrounds and needs; however, similar issues exist regarding robust assessment processes.</p> <p>Translanguaging practices in Basque schools allow students to utilise their entire linguistic repertoire, fostering language awareness and academic competence in Basque, Spanish and English (Leonet et al., [<reflink idref="bib20" id="ref52">20</reflink>]). This approach has been shown to support students with SEN by creating an inclusive environment that values all languages. Gaelic‐medium education in Scotland has been pivotal for Gaelic‐language maintenance, yet only a small percentage of pupils participate. Blended learning strategies during the Covid‐19 pandemic demonstrated that students who engaged in online activities showed improved confidence and proficiency in Gaelic, indicating effective support for language acquisition in minority contexts (Birnie, [<reflink idref="bib4" id="ref53">4</reflink>]).</p> <p>Evidence from Ireland suggests a lower reported prevalence of formally diagnosed SEN in Irish‐medium primary schools (around 9.4%) compared to English‐medium primary schools (estimated at 25%). This difference might historically be attributed to the misconception that second‐language learning was not suitable for students with SEN. However, the types of SEN reported in Irish‐medium schools are similar to those in English‐medium schools, with specific learning difficulties being the most prevalent, followed by behavioural difficulties and autism spectrum disorder. Recent trends indicate a rise in the identification of more complex SEN in Irish‐medium schools (Mary et al., [<reflink idref="bib21" id="ref54">21</reflink>]).</p> <p>In Irish‐medium education, students with SEN face challenges accessing assessments and interventions in their language, highlighting systemic barriers (Nic Aindriú, [<reflink idref="bib25" id="ref55">25</reflink>]). Recommendations for policy improvements emphasise the need for equitable access to services in minority languages. There is limited availability of standardised assessments and support services (like educational psychologists and speech and language therapists) through the medium of Irish, leading to professionals sometimes unofficially translating English assessments, which raises concerns about reliability and validity. Teachers and parents in Irish‐medium settings express a strong need for more assessments, interventions and professional support delivered in Irish to ensure equitable access and accurate identification of SEN (Nic Aindriú, [<reflink idref="bib1" id="ref56">1</reflink>]).</p> <p>The international literature suggests that there is a lack of specific policy guidelines and teacher training for SEN in minority‐language contexts. Recommendations on navigating these challenges include developing clear policy guidelines; providing specialist training and continuous professional development for teachers; ensuring adequate support for learners with literacy and language difficulties in all of the child's languages; investing in the development of standardised assessments and interventions in minority languages; and providing bilingual education and training for external professionals, like educational psychologists and speech and language therapists (Birnie, [<reflink idref="bib4" id="ref57">4</reflink>]; Gaintza et al., [<reflink idref="bib11" id="ref58">11</reflink>]; Mary et al., [<reflink idref="bib21" id="ref59">21</reflink>]; Nic Aindriú, [<reflink idref="bib25" id="ref60">25</reflink>]).</p> <hd id="AN0186162467-7">CONCLUSION</hd> <p>The lack of resources and expertise – bilingual assessments, classroom resources, staff (teachers, teaching assistants and specialist support) – available in Welsh for learners with ALN is recognised both at a local and national level (Ryder, [<reflink idref="bib27" id="ref61">27</reflink>]). Provision is inconsistent across Wales, meaning that some ALN learners are disadvantaged compared to their peers (Knight et al., [<reflink idref="bib18" id="ref62">18</reflink>]). Murphy et al. ([<reflink idref="bib24" id="ref63">24</reflink>]) advocate for inclusive practices that promote Welsh language literacy among ALN learners; collaboration with colleagues and sharing successful strategies; and investment in professional development for ALNCos to support both Welsh and English literacy development for ALN learners. As Gorrara et al. ([<reflink idref="bib13" id="ref64">13</reflink>]) state, the CfW offers an opportunity for practitioners to reconsider how languages are taught in schools. There is a need for focused thinking on creative and innovative ways to address some of the systemic issues in relation to the effective teaching of Welsh to both first‐language speakers and <emph>siaradwyr newydd</emph> (new Welsh speakers), which are sustainable and include all learners.</p> <p>Despite the challenges, recognition of the lack of resources available has resulted in the appointment of a national (Welsh‐language) ALN Implementation lead, who is tasked with ensuring parity and equity for Welsh‐medium learners and the education workforce by bridging the resource gap. As a result, work has commenced on developing a graduated Welsh literacy framework for ALN learners based on typical language development, which identifies the range of resources currently available for practitioners. Benchmarking current resources for practitioners enables the gaps in pedagogical materials to be identified and addressed. Furthermore, opportunities to share practice and disseminate resources are being facilitated through the organisation of national conferences and the creation of professional learning networks. The establishment of Adnodd as a strategic and enabling organisation in the commissioning of bilingual resources to support the implementation of the CfW will further bridge the gap. Working systematically in this way and by listening to key stakeholders involved in supporting Welsh literacy development will propel a more cohesive and sustained approach for equitable support for all learners in Wales.</p> <hd id="AN0186162467-8">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0186162467-9">DATA AVAILABILITY STATEMENT</hd> <p>Data sharing is not applicable to this article as no new data were created or analyzed in this study.</p> <hd id="AN0186162467-10">ETHICS STATEMENT</hd> <p>Ethics approval was not required for this work.</p> <ref id="AN0186162467-11"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref56" type="bt">1</bibl> <bibtext> Aindriú, N. (2021) The challenges of Irish language acquisition for students with special educational needs in Irish‐medium primary schools. TEANGA, the Journal of the Irish Association for Applied Linguistics, 28, 176 – 201. 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  Data: Small but Mighty: Challenging Hegemonic Discourses in Developing Literacy in a Minority Language
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  Data: <searchLink fieldCode="AR" term="%22Rhiannon+Packer%22">Rhiannon Packer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1976-8410">0000-0002-1976-8410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mirain+Rhys%22">Mirain Rhys</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0521-6858">0000-0003-0521-6858</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. 2025 52(2):258-264.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 7
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Welsh%22">Welsh</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Maintenance%22">Cultural Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
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  Data: 10.1111/1467-8578.70030
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  Data: Navigating support and seeking resources to support children and young people with additional learning needs (ALN) can be a challenge, but for those receiving state-funded education, the barriers to ensuring effective provision can be further compounded. This paper explores the challenges faced in Welsh-medium education by the hegemonic discourses of the dominant language, English. There is an intricate link between literacy in minority languages and issues of power, identity and cultural preservation and promotion. The success of Welsh-medium education highlights some of these tensions, particularly in providing support for learners with ALN. We explore attempts to redress this hegemony, while valuing the role that competence in both Welsh "and" English has for everyone. We focus on the current challenges faced in supporting learners with ALN in schools to develop literacy in Welsh, as their home or preferred language, and how these challenges might be overcome.
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        StartPage: 258
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      – SubjectFull: Language Minorities
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      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Language of Instruction
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      – SubjectFull: Welsh
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      – SubjectFull: English
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      – SubjectFull: Power Structure
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      – SubjectFull: United Kingdom (Wales)
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      – TitleFull: Small but Mighty: Challenging Hegemonic Discourses in Developing Literacy in a Minority Language
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