Studying through the medium of Welsh at higher education: a mixed-methods investigation

The rise of translanguaging practices and the option to study in Welsh specifically at higher education necessitates understanding its impacts on students’ academic experiences and prospects. This study explores the short- and long-term outcomes of studying in Welsh at universities across Wales, using a mixed-methods design that integrates quantitative data from 32,388 students (2019–2022) with qualitative interviews from current students and alumni. Quantitative analysis revealed that students studying in Welsh achieved, on average, 7.16% higher module scores and were more likely to obtain first-class honours degrees than their English-medium peers. Qualitative findings highlighted increased confidence in language skills, deeper subject understanding, and the benefits of smaller, more interactive cohorts. However, participants also reported challenges, including limited Welsh-language resources at advanced levels and gaps in specialist terminology. These findings illuminate the pedagogical value and institutional constraints of Welsh-medium education, contributing to broader understandings of bilingualism and translanguaging in higher education. The research highlights direct and indirect outcomes of translanguaging in a minority language context and outlines institutional and pedagogical challenges. Findings provide insights for institutions, prospective students, and stakeholders, emphasising the value and challenges of Welsh-medium education. Policy and practice implications are discussed.