Scottish classroom voices: a case study of teaching and learning Scots

Jo Shoba

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Research in multilingual classrooms demonstrates education as a key site within which social and linguistic values are shaped. This study extends such research by investigating language use in a Scottish primary classroom. Scots is widely spoken throughout Scotland, figuring in a 2003 Scottish Parliament report as one of two indigenous heritage languages, alongside Gaelic. However, the historical repression of Scots and its linguistic relatedness to English have led to its being widely regarded as a non-standard dialect rather than a language, in fact as ‘bad English’. Scottish English, rather than Scos is the officially sanctioned language of education in Scotland. This study focuses on talk amongst schoolchildren during lessons in which written Scots texts were discussed. Triangulation with interview data served to relate the patterning of linguistic choices observed to the social meanings which participants attach to their language choices. The findings indicate challenges faced by teachers and learners in identifying which Scots forms – their own usage or those found in written texts – will be validated through classroom use. They also reveal the constraining effects on such classroom initiatives of the wider context of Scottish language norms and values.
Original languageEnglish
Pages (from-to)385-400
JournalLanguage and Education
Volume24
Issue number5
DOIs
Publication statusPublished - 2010

Fingerprint

classroom
Teaching
language
learning
linguistics
triangulation
repression
dialect
schoolchild
parliament
Values
education
teacher
interview
Scotland
Language
Scottish English
Education
Language of Education
Language Choice

Cite this

@article{3d365d0c94eb4a909172da5b2d489d6a,
title = "Scottish classroom voices: a case study of teaching and learning Scots",
abstract = "Research in multilingual classrooms demonstrates education as a key site within which social and linguistic values are shaped. This study extends such research by investigating language use in a Scottish primary classroom. Scots is widely spoken throughout Scotland, figuring in a 2003 Scottish Parliament report as one of two indigenous heritage languages, alongside Gaelic. However, the historical repression of Scots and its linguistic relatedness to English have led to its being widely regarded as a non-standard dialect rather than a language, in fact as ‘bad English’. Scottish English, rather than Scos is the officially sanctioned language of education in Scotland. This study focuses on talk amongst schoolchildren during lessons in which written Scots texts were discussed. Triangulation with interview data served to relate the patterning of linguistic choices observed to the social meanings which participants attach to their language choices. The findings indicate challenges faced by teachers and learners in identifying which Scots forms – their own usage or those found in written texts – will be validated through classroom use. They also reveal the constraining effects on such classroom initiatives of the wider context of Scottish language norms and values.",
author = "Jo Shoba",
year = "2010",
doi = "10.1080/09500781003695559",
language = "English",
volume = "24",
pages = "385--400",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Taylor and Francis",
number = "5",

}

Scottish classroom voices: a case study of teaching and learning Scots. / Shoba, Jo.

In: Language and Education, Vol. 24, No. 5, 2010, p. 385-400.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Scottish classroom voices: a case study of teaching and learning Scots

AU - Shoba, Jo

PY - 2010

Y1 - 2010

N2 - Research in multilingual classrooms demonstrates education as a key site within which social and linguistic values are shaped. This study extends such research by investigating language use in a Scottish primary classroom. Scots is widely spoken throughout Scotland, figuring in a 2003 Scottish Parliament report as one of two indigenous heritage languages, alongside Gaelic. However, the historical repression of Scots and its linguistic relatedness to English have led to its being widely regarded as a non-standard dialect rather than a language, in fact as ‘bad English’. Scottish English, rather than Scos is the officially sanctioned language of education in Scotland. This study focuses on talk amongst schoolchildren during lessons in which written Scots texts were discussed. Triangulation with interview data served to relate the patterning of linguistic choices observed to the social meanings which participants attach to their language choices. The findings indicate challenges faced by teachers and learners in identifying which Scots forms – their own usage or those found in written texts – will be validated through classroom use. They also reveal the constraining effects on such classroom initiatives of the wider context of Scottish language norms and values.

AB - Research in multilingual classrooms demonstrates education as a key site within which social and linguistic values are shaped. This study extends such research by investigating language use in a Scottish primary classroom. Scots is widely spoken throughout Scotland, figuring in a 2003 Scottish Parliament report as one of two indigenous heritage languages, alongside Gaelic. However, the historical repression of Scots and its linguistic relatedness to English have led to its being widely regarded as a non-standard dialect rather than a language, in fact as ‘bad English’. Scottish English, rather than Scos is the officially sanctioned language of education in Scotland. This study focuses on talk amongst schoolchildren during lessons in which written Scots texts were discussed. Triangulation with interview data served to relate the patterning of linguistic choices observed to the social meanings which participants attach to their language choices. The findings indicate challenges faced by teachers and learners in identifying which Scots forms – their own usage or those found in written texts – will be validated through classroom use. They also reveal the constraining effects on such classroom initiatives of the wider context of Scottish language norms and values.

U2 - 10.1080/09500781003695559

DO - 10.1080/09500781003695559

M3 - Article

VL - 24

SP - 385

EP - 400

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 5

ER -