Towards wide-scale adoption of open science practices: the role of open science communities

Multivariate analysis of psychological dat

Immersion education outcomes and the Gaelic community:Identities and language ideologies among Gaelic-medium educated adults in Scotland

Scholars have consistently theorised that language ideologies can influence the ways in which bilingual speakers in minority language settings identify and engage with the linguistic varieties available to them. Research conducted by the author examined the interplay of language use and ideologies among a purposive sample of adults who started in Gaelic medium education during the first years of its availability. Crucially, the majority of participants’ Gaelic use today is limited, although notable exceptions were found among individuals who were substantially socialised in the language at home during childhood, and a small number of new speakers. In this paper, I draw attention to some of the language ideologies that interviewees conveyed when describing their cultural identifications with Gaelic. I argue that the ideologies that informants express seem to militate against their more frequent use of the language and their association with the wider Gaelic community. In particular, I discuss interviewees’ negative perceptions of the traditionally defined, ethnolinguistic identity category ‘Gael(s)’ in their expression of language ideologies and identities, and the implications of this finding for other contexts of minority language revitalisation

Towards wide-scale adoption of open science practices: The role of open science communities

Despite the increasing availability of Open Science (OS) infrastructure and the rise in policies to change behaviour, OS practices are not yet the norm. While pioneering researchers are developing OS practices, the majority sticks to status quo. To transition to common practice, we must engage a critical proportion of the academic community. In this transition, OS Communities (OSCs) play a key role. OSCs are bottom-up learning groups of scholars that discuss OS within and across disciplines. They make OS knowledge more accessible and facilitate communication among scholars and policymakers. Over the past two years, eleven OSCs were founded at several Dutch university cities. In other countries, similar OSCs are starting up. In this article, we discuss the pivotal role OSCs play in the large-scale transition to OS. We emphasize that, despite the grassroot character of OSCs, support from universities is critical for OSCs to be viable, effective, and sustainable