Scots as a language learning option in schools
8. Further Engagement
To read more about the experience of Scots speakers coming to voice:
- Tett, L. and Crowther, J. (1998) ‘Families at a Disadvantage: class, culture and literacies’, British educational research journal, 24(4), pp. 449–460. Available at: https://doi.org/10.1080/0141192980240406.
To find out more on Scots grammar:
Dempster, Michael (2020) ‘Scots language an accent - web version 1.0’, MindYerLanguage Videos - https://www.youtube.com/playlist?list=PLmk3hiyUEgWl7Qa9pBGN3r94ahQiSXJ2U
Teaching resources - https://independent.academia.edu/DempsterM
Purves, David (1997) ‘A Scots Grammar’
Rennie, Susan and Matthew Fitt (1999) ‘Grammar Broonie’
Robinson, Christine (2012) ‘Modren Scots Grammar’
Wilson, L Colin (2002) ‘Luath Scots Language Learner’
For more advanced research in this area
Corbett, John, J. Derrick McClure and Jane Stuart-Smith (2003) ‘The Edinburgh Companion to Scots’
Macafee, Caroline (2011) ‘Characteristics of non-standard grammar in Scotland (1980, revised c. 1992, edited 2011)’ https://www.academia.edu/38768063/Characteristics_of_non_standard_grammar_in_Scotland
Millar, Robert McColl (2018) ‘Modern Scots – An analytical Survey’
To find out more about Scots vocabulary:
Dempster, Michael (2020) Scots Language in comparison with English, Norwegian, Dutch, German, French, Italian, Gaelic, Irish & Welsh - https://www.academia.edu/43927407/Scots_Language_in_comparison_with_English_Norwegian_Dutch_German_French_Italian_Gaelic_Irish_and_Welsh
To read more on the History of Scots:
Dictionary of the Scots Language - https://dsl.ac.uk/about-scots/an-outline-history-of-scots/
The Scots Language Centre - https://www.scotslanguage.com/articles/node/id/117/type/referance
For more advanced research in this area
Jones, Charles (1995) ‘A Language Suppressed’
Millar, Robert McColl (2020) ‘A Sociolinguistic History Of Scotland’
Corbett, John (1997) ‘Language & Scottish Literature’
To find out more about approaches to language revival and revitalisation:
A free course on language revival by the University of Adelaide: Language Revival: Securing the Future of Endangered Languages - Learn how the world’s endangered languages are revived and why this process is critical to preserving cultural identity.
To learn more about multi-/plurilingual classroom practices and the importance of local connections:
Read the open access articles:
Plurilingual Classroom Practices and Participation Analysing Interaction in Local and Translocal Settings Edited By Dolors Masats, Luci Nussbaum (2022)
Florence Bonacina-Pugh (2020) ‘Legitimizing multilingual practices in the classroom: the role of the ‘practiced language policy’, International Journal of Bilingual Education and Bilingualism, 23:4, pp. 434-448, DOI: 10.1080/13670050.2017.1372359
Dixon, Kerryn (2018) ‘Seven reasons for teachers to welcome home languages in education’, British Council, 8 August [online] Available at https://www.britishcouncil.org/voices-magazine/reasons-for-teachers-to-prioritise-home-languages-in-education (accessed 02 December 2021)
To undertake some textual analysis to investigate the history of the Scots language, here is an activity for you:
Activity 11
Read the three versions and take a note for the main similarities and differences you spot in the three versions of the extract in terms of spelling as well as use of vocabulary or any other feature that you think stands out when comparing the texts.
Also, try to read the three texts out loud using the note underneath to help you with the Scots pronunciation. Reading a text out loud can support your understanding of the words, especially as Scots does not have a written standard.
Scotland After Alexander (c.1300) |
Scotland Efter Alexander (Modren Scots) |
Scotland after Alexander (Modern English) |
Qwhen Alexander our kynge was dede, |
Whan Alexander oor king wis deid, |
When Alexander our king was dead, |
That Scotlande lede in lauche and le, |
That lead Scotland in law an beild |
Who lead Scotland with law and protection |
Away was sons of alle and brede, |
Awa wis skreeds o yill an breid, |
Gone was the abundance of ale and bread, |
Off wyne and wax, of gamyn and gle. |
o wine an wax, o gemm an glee |
and wine and wax, and game and glee |
Our golde was changit in to lede. |
Oor gowd wis chynit in tae leid, |
Our gold was changed into lead, |
Christ, borne in virgynyte, |
Christ, born in virginitie, |
Christ, born in virginity, |
Succoure Scotlande, and ramede, |
Succour Scotland, an remedie |
Succour Scotland, and remedy |
That stade is in perplexite. |
Thon state is in perplexitie. |
That state is in perplexity. |
*Note that in the original text ‘Qwh’ is the older spelling of ‘wh’, and that ‘our’ is pronounced oor and ‘dede, brede and lede’ are pronounced ae which by 1500 was the ee of ‘deid’, ‘breid’ and ‘leid’ (lead).