Written question WQ97340

Several studies were conducted to assess the impact of COVID-19 on the Welsh language during and after the pandemic. In the education sector, one survey-based study in 2020 involving teachers and parents/carers across Welsh-medium, bilingual, and English-medium schools noted challenges in maintaining learners’ oral Welsh language skills during the pandemic, particularly for children with limited exposure to Welsh outside school. However, teachers noted that with appropriate support, many of these children were able to regain their competencies. A separate qualitative study published in 2023 explored the transition from primary to secondary education for learners in Welsh-medium or bilingual settings from non-Welsh-speaking households. Children and their families reported reduced opportunities to engage with the Welsh language during the pandemic, which they felt hindered language development.

Beyond the education sector, the shift to hybrid working has important implications for the use of Welsh in workplaces, while changing patterns of social interaction continue to shape how the language is used in everyday life. An online survey of Welsh language community groups, conducted in autumn 2020, found that COVID-19 restrictions had significantly disrupted their activities. However, many groups were confident in their ability to continue operating in the future.

To further support evidence-informed policy, the Welsh Government will soon publish a Cymraeg 2050 Areas of Research Interest document, outlining key questions for collaboration with the wider research community. Several of these questions focus on understanding the longer-term impacts of pandemic-driven changes on the Welsh language, helping to inform future measures to support the aims of Cymraeg 2050.