This is a model answer, the notes you have taken might be different.

Key aspects of the research that also apply to the context of Scots are in my view that:

• opposed the previously held convictions, multilingual practices in the classroom can foster attainment and inclusion if approached in the right way;

• Scots can lead the way in embedding multilingual practices in the classroom across the school and be a best practice example which will help teachers incorporate other home languages across the curriculum;

• I tended to worry that my Scots is not ‘good enough’ for the classroom and me teaching it as part of my science lessons, however, I learned that I do not need to have a high level of proficiency. What is important is that I allow pupils to become the ‘teacher’ and to lead the way when it comes to Scots and that it is ok for me to learn from them – the aim is not perfection but participation and inclusion!

• What I find really convincing is that this can help change classroom dynamics, that languages can exist side by side in my classroom, that we can produce multilingual outputs and gradually move to producing outputs where Scots dominates.

• I love the idea of my pupils and me learning together.

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