Scots language revitalisation in the 21st century
Lead Research Organisation:
University of Glasgow
Department Name: School of Modern Languages and Cultures
Abstract
Language revitalisation is crucial to developing sustainable multilingual societies. However, many governmental language plans and policies have failed with interventions criticised as fragmented because of a mismatch between top-down and local grass-roots initiatives. To examine this mismatch, this project will embed a researcher within Education Scotland, to examine the organisation's (and partner bodies') Scots language policies. It will investigate how these relate (or not) to the ideologies, motivations and language practices of grass-roots Scots language revitalisation efforts. The researcher will produce an evaluative framework of Scots language policies and programmes to maximise future effectiveness, in line with the broader aims of the Scots language revitalisation movement.
According to Census data, Scots is used by 1.5 million people in Scotland. Compared with other minority languages including Scottish Gaelic, critical sociolinguistic questions on modern Scots are under-researched and Scots has been largely absent from debates on minority language revitalisation. This lack of research makes joined-up, informed language policy and planning for Scots problematic. Strong, evidence-based foundations for Scots language policy and planning based on systematic research are lacking. This project builds these foundations. It constitutes the first study of Scots language revitalisation to implement a collaborative approach and a dedicated researcher to 'bridge' international models of language revitalisation, policies and programmes. This project will provide tools to align 'top-down' policies and planning more closely with learnings from other minority languages and the aims of Scots language revitalisation as a grass-roots social movement.
The overarching question behind the research is: Do Scots language policies and planning initiatives align with the motivations and practices of a grass- roots Scots language revitalisation movement?
To generate a rich set of data for analysis, a critical ethnographic approach will be used. The PhD student will act as participant observer within Education Scotland to develop an understanding of the processes by which policy goals are implemented and translated into actions. They will conduct interviews and focus groups, report findings and formulate recommendations that form the basis of a toolkit for future interventions.
According to Census data, Scots is used by 1.5 million people in Scotland. Compared with other minority languages including Scottish Gaelic, critical sociolinguistic questions on modern Scots are under-researched and Scots has been largely absent from debates on minority language revitalisation. This lack of research makes joined-up, informed language policy and planning for Scots problematic. Strong, evidence-based foundations for Scots language policy and planning based on systematic research are lacking. This project builds these foundations. It constitutes the first study of Scots language revitalisation to implement a collaborative approach and a dedicated researcher to 'bridge' international models of language revitalisation, policies and programmes. This project will provide tools to align 'top-down' policies and planning more closely with learnings from other minority languages and the aims of Scots language revitalisation as a grass-roots social movement.
The overarching question behind the research is: Do Scots language policies and planning initiatives align with the motivations and practices of a grass- roots Scots language revitalisation movement?
To generate a rich set of data for analysis, a critical ethnographic approach will be used. The PhD student will act as participant observer within Education Scotland to develop an understanding of the processes by which policy goals are implemented and translated into actions. They will conduct interviews and focus groups, report findings and formulate recommendations that form the basis of a toolkit for future interventions.
