SSIW Aran Jones the Quack 2

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This presentation cocentrate on what he has claimed in the Media.


Aran Jones is still decieving the public that Professor Tess Fitzpatrick has approved his methods.

Aran claims she claimed his methods '"Fly in the face of accepted second language theory and practice." He is admitting be knows his methods have no validity.

Aran claims that she claims it works. Professor do not approve methods by poxy tutors playing being a teachers and researchers.

This presentation review the misrepresentations he made I'm his publications

Aran has no legal teaching qualifications. He does not have a clue how to teach or learn. He has  slandered, harassed and humiliated a professional teacher through accusing him of criminally harssing him for professionally critising his practice.

It not a crime for someone to professional criticise a quack lie Aran Jones, the Wikepedia  definition of a quack is that is a:-

"fraudulent or ignorant medical practices. A quack is a "fraudulent or ignorant pretender to medical skill" or "a person who pretends, professionally or publicly, to have skill, knowledge, qualification or credentials they do not possess; a charlatan or snake oil salesman.

This is what Colin Miles an honest chemist said about S.S.I.W. conduct in 2012.

The reason suggested Aran Jones got no respect for the English Speaking Population.

Aran Jones Background

Aran Jones was Chief Executive of Cymuned. This is what Wikipedia states a about Cymuned. Wikepedia states that:-

   '  Cymuned (translated in English as "community", Welsh pronunciation was a Welsh communities pressure group. Established in 2001, the group campaigned on behalf of local communities in Wales, particularly (but not exclusively) Welsh-speaking and rural ones, which it perceived to be under threat due to demographic change.

       They protested against the Welsh train company Arriva Trains Wales for the lack of use of the Welsh language on its services,[1] and the holiday agents Thomas Cook for banning the use of Welsh in its Bangor branch in 2007."

     The evidence is  that when the money ran out Aran Jones decided to give Welsh lessons to earn his livelihood despite the fact he has no legal teaching qualifications. He even asked the Welsh Goverment to support his methods. He even appears to have wanted his methods practiced in schools. Professional teachers would be struck off for practising his methods.     . 

         The following the hyperlinks are the source of the information that will be illustrated on this web page.

Daily Post

Media Wales

Aran Jones made to Welsh Government for Funding for S.S.IW.

Colin Miles Wfa Paper

This a North Wales Post Article

            It appears Aaron Jones opened his mouth too widely.  He was claiming the housing officers could develop Welsh language fluency through using his S.S.I.W. methods over five binge learning weekends. He claimed they should practice for 8 hours each day.

      This means they were practising 8 hours for 10 days. This is 80 hours which is 1,420 hours short of Hieni Gruffud claim 1,500 hours claim of what is needed to achieve a confident Welsh speaking capability. He is a person of outstanding charectar and it was in reference approved by Welsh for Adult academic tutors.

         Aran has only ever referred to Manx Vodka, not Asda Vodka, that aids learning in his Manx in the Day Stunt. I am confident that on his podcast that he advised learners not to get too drunk learning languages.

    Thr Manx Vodka company obviously  sponsored his stunt. The evidence as he pulled the stunt because he wants to prove what was said in a public domain to the Welsh Housing Officers. It was a brilliant idea.

       The only problem is it was cognitively impossible. He appears to add some command of the language of phonology. He  was reading off the computer screen and the twenty minute  conversation he after. He ended up in a period amongst TV claiming invented a miracle fast my memorisation method of learning.

   The only time he's entitled to play such a stunt was on 1 at April before noon.  

       The fact that people are deceived into believing that he learnt it on his website was because he gave a light podcast. All hee was doing repeating phrases that were said to him.            

     Aaron Jones appears to be under the delusion that is an expert teacher. He even asked the Welsh government to fund his appalling website methods.        
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This refers to how he promoted S.S.I.W. for his failed Agored Cymru application.

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         Agored Cyrmu did not approve his poxy methods. 

S.S.I.W. did not meets their standards and they  did not prove that S.S.I.W. was value for money.

      A reviewer of Aran Jones £0.99 Kindle book.     asked for his money back. He claimed it was the type of language one would be expected to be offered for nothing at a bus stop.

     The fact that Agored Cymru prosprctus has been obtain from the public suggests S.S.IW. claims were unlawful advertising a relationship they never had.

Click to Read full document

Rapporteur Group on Bilingualism Paper 2: 25 March 201 0


1 . 1 The SSiW course was developed out of a desire to mal<e recent improvements in language learning available to Welsh learners - something which the free marl<et, of course, does not tend to provide. We also believe that we have combined differing elements of learning theory in ways that have not, as far as we are aware, been done previously.

1 .2 Since an announcement on Facebook at the beginning of April last year, over 8000 people have accessed the course. This growth has been almost exclusively as a result of word of mouth, coupled with a small amount of media coverage. We currently attract approximately 1 000 new learners per month. To put this in context, the Cardiff Welsh for Adults centre says they have worked with 1 , 700 learners, and Nant Gwrtheyrn expects about 300 learners per year.

1 .3   The course was written by Aran Jones, and the southern version prepared by lestyn ap Dafydd. Both have experience of learning a number of other languages (including Arabic, Thai, French, Spanish, Shona and Breton) and have detailed knowledge of a wide range of language learning methodologies. Aran Jones taught English as a first and second language in Zimbabwe and Dubai, and learnt Welsh fluently as an adult. lestyn ap Dafydd is a first language Welsh speaker and has worl<ed as a Welsh tutor for adult learners.

 H.G. The claims of the number of languages that they speka is sheer phantasy. The word can mean anything.

1 .4 The extremely low distribution costs for material provided online made it possible for us to offer the introductory course for free. We hope that we will be able to develop the course further if we receive grant support or reach a point where the course has enough subscribers to fund further development on a professional basis.

 H.G. They are admitting their course is cheap to run.


2. Course Structure

2 . 1     The SSiW course currently consists of an introductory course of 25 half-hour lessons in mp3 format  a weekly listening practice for the first 6 lessons  a weekly speal<ing practice for the first 6 lessons

course  daily speaking practices for the first 6 lessons and the entire introductory course  the first 1 0 lessons of an intended 25 lesson intermediate course


2.2           Learners hear a word or phrase explained to them. They then hear English sentences which they have to say in Welsh BEFORE they hear the correct Welsh repeated twice, once in a female voice and once in a male voice.

H.G. This claim unintelligable nonsense.

2.3           All materials are available in northern and southern forms of Welsh.

2.4           The introductory course (approximately 1 3 hours of instruction) and the weekly listening and speaking practices for the first 6 lessons are being distributed at no cost. The daily practices and the intermediate course are being offered to subscribers for £2.95 per month (with the option to pay £3.95, £4.95 or f£9.95 per month for subscribers who are keen to support our worl< this is an entirely voluntary extra payment, and no extra materials are available for those who choose to pay more).

H.G. They are admitting taking money out of learners pockets.

2.5           All the course content has been developed thus far on an entirely voluntary basis. We now have approximately 1 50 subscribers whose payments are covering our server costs, covered the costs of our launch event in the Senedd building in November 2009, and are allowing us to start planning some minor advertisi


Course methodology

3 . 1       Understanding of language learning has advanced considerably in the last 1 0 years alone, with an increasing emphasis on spoken language, and with other branches of learning theory contributing important refining elements to language learning.

3.2 These developments have fed through (to differing extents) in the teaching of major languages, with companies such as Pimsleur and Michel Thomas offering courses that are more effective than traditional courses, but also more expensive. They have not tended to be available for lesser-used languages, however.

3 .3 The key points of the SSiW methodology are as follows:

    Learners begin with core functions of the language. There is no need, for example, for an early stage learner to deal with 'They! and 'We' - they get further, faster if they focus on 'l' and You', leaving them free to gain early confidence with a larger number of regular verbs.

    Learners are given access to key language multipliers at an earlier stage than is traditional - for example, they are shown how to use conjunctions to build multi-phrasal sentences, rather than (as is the case with most introductory courses) working only with simple, short sentences. Learners who have completed two or three hours with SSiW are capable of producing sentences such as 'l want to speak Welsh because I lil<e speaking Welsh and because I can, but I don't speak Welsh well now. r This allows them to feel that they are speaking lil<e adults rather than three year olds.

    Learners speak< in Welsh immediately and extremely often - more often than is possible in any other format. As soon as a new word or phrase is explained, our learners are then required to say it in Welsh in a number of different ways, each time after hearing the English, and before hearing the Welsh - using a pause button if necessary, This uses elements of muscle memory learning to increase the speed with which they can process and use the Welsh they lcnow.

    Learners are not expected to revise. Instead, words and structures are revisited on a regular pattern, so that each lesson contains approximately half of all material covered previously. This moves words and phrases from short term to long term memory, and has a significant impact on the learner's ability to retain their Welsh. It also means that learners do not have to be capable of organising their own learning (something which can be extremely challenging for any learner who does not have experience as a teacher of second languages) they simply follow the course, repeating each lesson until they are comfortable with it, and then proceeding to the next lesson.

    Learners are given practice sessions which present material they have already learnt in a different order every time. This avoids the common flaw where multiple revision of the same material allows the brain to memorise the lesson (partially or in some cases entirely), rather than being forced to process the language. If you know (however subconsciously) that after saying 'I'm going to do it now' you will have to say 'l want to do it later', your brain does not have to do the same work as when it must provide the Welsh without advance warning.

    Learners hear the Welsh they have learnt over and over again, in practice sessions and as they proceed through the course. This considerably improves their ability to understand spoken Welsh, which is of course a vital element of conversational confidence.

    Learners do not have to find time to attend lessons which may be at inconvenient times or inconvenient locations - they simply fit the work around their existing schedules. Many have told us that as a result of this, they spend far more time learning Welsh.

3.4 More details on how to accelerate the learning of Welsh can be found in our paper

H.G.  Alan Jones has not got a clue how to teach or how to learn. He has no teaching legal teaching qualificatipons. He has the cheek to make a submission to the Welsh Government.

4.1 Feedback has been outstanding. Students claim to have learnt more useful Welsh in one week with us than in years of attending night classes. We believe that the truth here is that they have been exposed to less Welsh with us, but that they have been required to learn it in a way which leaves them capable of using it, and using it confidently which feels to them like a much greater level of success.

4.2   We have seen learners start to arrange group meetings to practise Welsh in the Cardiff area, and are aware of similar interest developing in Pembrokeshire, the north of Wales, several different locations along the Atlantic coast of America, in Germany and in Australia. Over 400 learners have requested to be added to the map at which now shows a very encouraging international distribution of the course, including paying subscribers in China, Afghanistan, Australia, New Zealand, America, Ireland, England, and Scotland.

H.G. There is the issue what is a poor purpose of anyone wanting to learn Welsh outside Wales. These claims are absent fantasy.

4.3    The course is being used in class situations both in adult education (in Wales, England and America) and in secondary education. For example, we have had extremely positive feedback from a group of second language learners in Ysgol Botwnnog in Gwynedd, who since being introduced to the course have asked their teacher to be allowed to do some work on it in every lesson. This is a direct result of the greater sense of success that is available to learners with this approach, which in turn creates a greater sense of motivation, and a confidence that the language can be learnt and used successfully.

H.G. This must be sheer fantasy. No professional teacher would approve his methods.

 Aran claims that methods are used in  classess is a pathological lie.

5.  What we aim to do

5 . 1  We are currently publishing intermediate lessons (available to subscribers only) at the rate of approximately one per week. This work is being done on an unpaid basis.

5.2      We aim to complete the intermediate course (which will be 25 lessons), prepare and record an advanced course (also at 25 lessons) and produce a range of vocabulary units which will combine our existing approach with specific audio-visual theories to create what we believe will be the fastest and most effective way for learners to acquire (and be able to USE) new vocabulary.

5.3    We aim to make the full course (including the currently paid-for-only material) available to every child in Wales. This has significant cost risk to us in terms of our hosting and in terms of support, but we believe that we will be able to do it at a far lower cost, and with far greater benefits, than would be the case with any alternative.

5 .4   We have received interest and support from people who worl< to improve literacy sl<ills. They believe that our material is ideal for young people with low literacy skills and low self-confidence, and we aim to run apilot project in the Heads of the Valleys before expanding this across similar areas

5.5 We aim to malke the full range of materials available for people learning Welsh in the workplace. We also aim to produce tailored lessons for specific worl< situations, which we believe would help create the confidence necessary for people to use the Welsh they have learnt at a far earlier stage than is currently the case. Because of the nature of the course, it would be comparatively easy for employers to purchase a small number of low-cost mp3 players and allow employees to spend a set amount of time worl<ing through the course each day. This would replicate to a large extent the successful support given to Welsh learners in Gwynedd council, for example, but at a very significantly reduced cost.

5 .6   We also aim to make the course available through the medium of different languages, such as Polish, Urdu, Spanish, Chinese, German and so on. Thanks to programming work done pro bono by an English learner, we can do this at comparatively low cost, and we believe that it would help make learning Welsh a more socially inclusive process.

H.G. Aran Jones appears to under the delusion he can market his methods across the world.  

6.   Funding issues

6. 1 We have not yet presented a bid for funding to the Assembly or other sources. This is largely because we do not have the necessary time or expertise. We are also unclear as to the appropriate channels.

6.2           We contacted the Welsh Language Board, and were told that they could only offer funding for projects to increase opportunities for learners to use Welsh in social settings. We believe that our course is having a positive impact in that field, but it is clearly not inherent in the course itself.

6.3           We requested advice from the Assembly, and were told that all funds for learning Welsh had been ring-fenced for the six centres of Welsh education, and that we should tallk to them. The Assembly officer asked if we would be willing to give a presentation to the six centres, but we have heard nothing further on this. We had a meeting with a publicity officer for the Cardiff Welsh for Adults Centre, who expressed a willingness to co-promote, but there was also a belief that no funding would be available.

Despite the value of funding six specific centres, the ring-fencing of funding has made it difficult for independent projects to gain funding even if they are shown to be practically successful.

6.5 We have been advised that European funding may be available for work with young people with low literacy skills, and are seel<ing further advice. 

H.G. There is no evidence any learning centre adopted his silly methods.          

 7.     Outcome

7. 1       We would be grateful to the rapporteur group for any advice or feedback on how to move SSiW forward so that we can make learning Welsh more accessible. We believe sincerely that if our course were available in full to every child in Wales, and to every employee, levels of enthusiasm and success in the learning of Welsh would be transformed.

7.2 We would to thank you for inviting us to submit written details of the work we are doing, and we hope that this paper is helpful to you in the course of your inquiry into bilingualism in Wales.

Aran Jones Rejected Agored Cyrmu Application

         Agored Cymru is respected Welsh Government workplace qualifications and assessment authority. Aron Jones referred to his relationship with them as proving his website were of quality and value for money.

        The fact that the rejected his poxy website lessons and assessment instruments was rejected because there are professional tutoring teaching institution. Unlike Cardiff School of Welsh would prove Mr Leone Talfryn, the Welsh Language Activists, practice in her £300,000 Welsh Government flawed research into Welsh for  Adut tutoring. 

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Aran Jones Agored Cymru (3).pdf