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 languageEnglish
Pages (from-to)1-16
Number of pages16
JournalScottish Languages Review
Issue number30
DOIs
Publication statusPublished - 2015

Keywords

  • Gaelic
  • Language Education
  • Scotland

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