Skip to main content
Print this chapterPrint this chapter

Scots as a language learning option in schools

2. Input

2.6. Activity 7

In this activity you will explore the wider connections of Scots with other languages and how these are reflected in the language itself.

We often compare Scots only with its major contact language, English. This can re-enforce the view that it is merely a set of exceptions to Standard English. However, it is both historically related to and has been influenced by most of the neighbouring languages of Western Europe, and those further afield.


A.

In this table (PDF document61.2 KB) developed by Michael, you find many Scots words relating to the common social and physical environment of Northern Europe. These are placed in the context of English, Norwegian, Dutch, German, French, Italian, Scottish Gaelic, Irish and Welsh.

Now explore the table and compare Scots words with these other languages. Then try to answer the following questions:

  1. How do the written words compare?

  2. Can you see the relationship between Scots and other languages?

  3. Do the vowels change, and the consonants remain the same?

  4. Do consonants change in regular ways?

  5. Is Scots sometimes closer to languages other than English?

This type of comparison across related languages can help place Scots in context and aid learning of other modern languages.

Learning Log

Model Answer

B.

In this part of the activity, we ask you to start developing a teaching idea based on what you learned in part A.

Continue working with body parts and try out the following:

  1. Pupils find examples in table they want to work with.

  2. Depending on the age and literacy skills, pupils could:

    • record a video talking about body parts in different languages

    • create a poster labelling the body parts in different languages

    • write a language link like the ones on the Open University course explaining the links between languages in the names of body parts

    • produce a skills strategy for learning the names of body parts in Scots and how knowing the names of body parts in different languages can help learning these in speaking and in writing.

Then take a note of what you tried out, or plan to try out and reflect on possible challenges and impact of the activity.

Learning Log