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Tác giả CN
| Shoba, Jo Arthur. | |
Nhan đề
| Scottish classroom voices: a case study of teaching and learning Scots /Jo Arthur Shoba | |
Mô tả vật lý
| p385-p400 | |
Tóm tắt
| Research in multilingual classrooms demonstrates education as a key site within which social and linguistic values are shaped. This study extends such research by investigat¬ing language use in a Scottish primary classroom. Scots is widely spoken throughout Scotland, figuring in a 2003 Scottish Parliament report as one of two indigenous heritage languages, alongside Gaelic. However, the historical repression of Scots and its linguis¬tic relatedness to English have led to its being widely regarded as a non-standard dialect rather than a language, in fact as ‘bad English’. Scottish English, rather than Scots, is the officially sanctioned language of education in Scotland. This study focuses on talk amongst schoolchildren during lessons in which written Scots texts were discussed. Triangulation with interview data served to relate the patterning of linguistic choices observed to the social meanings which participants attach to their language choices. The findings indicate challenges faced by teachers and learners in identifying which Scots forms - their own usage or those found in written texts - will be validated through classroom use. They also reveal the constraining effects on such classroom initiatives of the wider context of Scottish language norms and values | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN. | |
Thuật ngữ không kiểm soát
| Scots. | |
Thuật ngữ không kiểm soát
| Pedagogy. | |
Thuật ngữ không kiểm soát
| Classroom dialogue. | |
Thuật ngữ không kiểm soát
| Heritage languages. | |
Nguồn trích
| Language and education- Vol 24, N.5 (September 2010) |
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| 100 | 1|aShoba, Jo Arthur. |
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| 245 | 10|aScottish classroom voices: a case study of teaching and learning Scots /|cJo Arthur Shoba |
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| 300 | |ap385-p400 |
|---|
| 362 | 0|aVol24 |
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| 520 | |aResearch in multilingual classrooms demonstrates education as a key site within which social and linguistic values are shaped. This study extends such research by investigat¬ing language use in a Scottish primary classroom. Scots is widely spoken throughout Scotland, figuring in a 2003 Scottish Parliament report as one of two indigenous heritage languages, alongside Gaelic. However, the historical repression of Scots and its linguis¬tic relatedness to English have led to its being widely regarded as a non-standard dialect rather than a language, in fact as ‘bad English’. Scottish English, rather than Scots, is the officially sanctioned language of education in Scotland. This study focuses on talk amongst schoolchildren during lessons in which written Scots texts were discussed. Triangulation with interview data served to relate the patterning of linguistic choices observed to the social meanings which participants attach to their language choices. The findings indicate challenges faced by teachers and learners in identifying which Scots forms - their own usage or those found in written texts - will be validated through classroom use. They also reveal the constraining effects on such classroom initiatives of the wider context of Scottish language norms and values |
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| 650 | 17|aNgôn ngữ|2TVĐHHN. |
|---|
| 653 | |aScots. |
|---|
| 653 | |aPedagogy. |
|---|
| 653 | 0|aClassroom dialogue. |
|---|
| 653 | 0 |aHeritage languages. |
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