Learner uptake and attainment in Scotland: a response focusing on Gaelic and Urdu

Lindsay Dombrowski; Margaret Allan; Khadija Mohammed

doi:10.6084/m9.figshare.2056488

Learner uptake and attainment in Scotland: a response focusing on Gaelic and Urdu

Lindsay Dombrowski, Margaret Allan, Khadija Mohammed

School of Education and Social Sciences

Research output: Contribution to journal › Article › peer-review

Abstract

This article responds to Scott’s “Modern Languages in Scotland: Learner Uptake and Attainment 1996-2014” (Scott, 2015) and considers how a theoretical framework derived from the field of Language Policy and Planning can deepen our understanding of trends in uptake and attainment for Modern Languages in secondary. Using the examples of Gaelic (including Gàidhlig and Gaelic [Learners] Education) and Urdu at secondary school, this article re-contextualises attainment data and places them into a broader discussion of capacity structures and the potential impact that status (including policy and prestige) has on student choices in secondary.

Original language	English
Pages (from-to)	1-16
Number of pages	16
Journal	Scottish Languages Review
Volume	30
DOIs	https://doi.org/10.6084/m9.figshare.2056488
Publication status	Published - 21 Dec 2015

Keywords

Gaelic
Language Education
Scotland

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10.6084/m9.figshare.2056488Licence: CC BY

https://www.scilt.org.uk/ResourceView/tabid/1092/articleType/ArticleView/articleId/6505/Learner-Uptake-and-Attainment-in-Scotland-A-Response-Focusing-on-Gaelic-and-Urdu.aspxLicence: CC BY

Khadija Mohammed
- School of Education and Social Sciences - Senior Lecturer
Person: Academic

Cite this

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abstract = "This article responds to Scott{\textquoteright}s “Modern Languages in Scotland: Learner Uptake and Attainment 1996-2014” (Scott, 2015) and considers how a theoretical framework derived from the field of Language Policy and Planning can deepen our understanding of trends in uptake and attainment for Modern Languages in secondary. Using the examples of Gaelic (including G{\`a}idhlig and Gaelic [Learners] Education) and Urdu at secondary school, this article re-contextualises attainment data and places them into a broader discussion of capacity structures and the potential impact that status (including policy and prestige) has on student choices in secondary.",

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AB - This article responds to Scott’s “Modern Languages in Scotland: Learner Uptake and Attainment 1996-2014” (Scott, 2015) and considers how a theoretical framework derived from the field of Language Policy and Planning can deepen our understanding of trends in uptake and attainment for Modern Languages in secondary. Using the examples of Gaelic (including Gàidhlig and Gaelic [Learners] Education) and Urdu at secondary school, this article re-contextualises attainment data and places them into a broader discussion of capacity structures and the potential impact that status (including policy and prestige) has on student choices in secondary.

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JF - Scottish Languages Review

ER -

Learner uptake and attainment in Scotland: a response focusing on Gaelic and Urdu

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Keywords

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Khadija Mohammed

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