College staff using Google Translate for Welsh students

College staff are using Google Translate to mark work submitted by students in Welsh, raising "concerns about accuracy", a report from the Welsh Language Commissioner warns. Moving from Welsh-medium secondary schools to English-medium colleges "is a significant challenge for some students" and there is a lack of Welsh-speaking staff and resources leading to some staff resorting to Google Translate. "In some courses there are no FE staff able to work through the medium of Welsh and therefore work is translated before being marked," the report says. "Cases were reported where staff use automated translation tools such as Google Translate, raising concerns about accuracy." The report, which looks at provision of Welsh-medium teaching, staff, exams, and resources in further and higher education, reveals wide variations in universities and colleges across Wales. As well as Google translation a lack of Welsh-speaking staff, delays in marking, differences in exams or no Welsh language exam papers are highlighted as just some of the barriers students face, according to the analysis. The findings, based on responses from more than 1,500 FE college and university students across Wales, notes good practice and positive comments as well as "challenges". In FE the report says although English is the main language of instruction for most courses bilingual resources or presentations "were available in a number of cases". but "a lack of Welsh-speaking staff, delays in marking, or reliance on translation were identified as further barriers". Problems highlighted include: lessons usually being delivered in English, although presentations are often bilingual. As a result submitting work in Welsh "is more challenging" as students tend to learn terminology in English; delays in receiving feedback as a result of the need to translate work before marking; some students feel disadvantaged due to the additional time required to receive marks and feedback; concerns that translation processes can lead to a loss of meaning, nuance, and Welsh idiom, and; many students being unaware they are able to submit work in Welsh. Differences in the structure of exams are also evident even when they are available bilingually, the report also found. In some cases the Welsh-language exam required essay answers whereas the English version included multiple-choice questions, raising concerns about fairness and the possibility of less favourable treatment depending on the language choice. "Some students drew particular attention to difficulties in the context of examinations. In some cases it was noted that a Welsh-language paper was not available on the day despite it being expected to be available," the report states. In postgraduate and advanced studies some students had difficulty getting assessment panels able to work in Welsh. On student accommodation the report found that students were not guaranteed their preference to live in Welsh-medium accommodation. This is particularly the case in medicine where students are automatically allocated a place to live. Expressing a preference for a Welsh-speaking personal tutor also does not guarantee that one is provided with students mainly having to ask rather than being offered a choice. From its responses from students the commissioner's office found nearly seven in 10 higher education students were offered a Welsh-speaking personal tutor and accepted this offer but only three in 10 FE students reported the same. "Although the majority of further and higher education students are aware of the right to submit work in Welsh their practical experiences vary significantly between institutions, departments, and courses," the report says. "Many students express a lack of confidence in the support available to them along with uncertainty regarding translation and marking arrangements when work is submitted in Welsh. "There are positive examples across both sectors, often where clear arrangements, staff with appropriate Welsh-language skills, and appropriate support are in place. "However the evidence also shows that many students – particularly in the further education sector – are less likely to use Welsh, often due to a lack of awareness of available arrangements or uncertainty about how they are implemented in practice." The report concludes that in institutions where Welsh language provision continues to depend on individuals rather than institutional arrangements and systems there is a risk of "inconsistent student experience". Given how long Welsh language standards have been in force it would be expected that provision and communication would now be more consistent and embedded, the report adds. "It is the responsibility of individual institutions to ensure that Welsh-language provision is actively planned, communicated, and delivered in line with their statutory duties. "In relation to some institutions concerns were expressed that Welsh is not being sufficiently promoted or given adequate emphasis as an integral part of the broader educational experience. "Overall the findings highlight a concerning inconsistency in Welsh-medium educational provision. In some cases responsibility for realising provision appears to fall on the individual student rather than being part of a clear, proactive, and reliable institutional offer." On a more positive note it notes that "many higher education students are satisfied with the overall use of Welsh by institutions". It continues: "Positive experiences were expressed in discussion groups and the overall picture showed strong enthusiasm among many students to use or learn Welsh. "Many praised the current efforts of institutions and felt that these were contributing to increased use of the language." But creating the right environment and conditions to encourage the use of Welsh is essential. "It is encouraging to note that there is general satisfaction among some students along with positive comments indicating that effective work is taking place in certain contexts. "Some students expressed appreciation for any use of Welsh by staff who are not fluent noting that simple efforts – such as saying “bore da” (good morning) or “da iawn” (well done) – make a positive difference to the linguistic environment." Standardise Welsh-medium assessment arrangements Proactively offer Welsh, not just as an option Address Welsh-language skills gaps in the workforce Strengthen Welsh-language experience "to foster a sense of belonging" Ensure consistency via "robust" self-assessment and monitoring. Responding to the report James Owen, chief executive of Medr, the body responsible for funding and regulating tertiary education in Wales, said Medr’s new Welsh-language condition will place a clearer focus on the role of providers in promoting and supporting the use of Welsh. Ioan Matthews, chief executive of Coleg Cymraeg Cenedlaethol, said: “Learners’ experiences of Welsh during their time in college or university have a significant influence on their ability and willingness to use the language later in the workplace. While progress has been made in Welsh-language provision as a result of the coleg’s work this research once again highlights the need for the Welsh-language experience to extend well beyond the classroom." The Welsh Language Commissioner will now work with college and university leaders from Coleg Cymraeg Cenedlaethol and Medr, to discuss the evidence and recommendations. Get daily breaking news updates on your phone by joining our WhatsApp community here . We occasionally treat members to special offers, promotions and ads from us and our partners. See our Privacy Notice .