Legitimating inaction : differing identity constructions of the Scots language.

The Scots language plays a key role in the political and cultural landscape of contemporary Scotland. From a discourse-historical perspective, this article explores how language ideologies about the Scots language are realized linguistically in a so-called ‘languages strategy’ drafted by the Scottish Executive, and in focus groups consisting of Scottish people. This article shows that although the decline of Scots is said to be a ‘tragedy’, focus group participants seem to reject the notion of Scots as a viable, contemporary language that can be used across a wide range of registers. The policy document also seems to construct Scots in very positive terms, but is shown to be unhelpful or potentially even damaging in the process of changing public attitudes to Scots

Macro-language planning for multilingual education : focus on programmes and provision

This overview identifies some common features of macro-level language planning and briefly summarises the changing approaches to the analysis of macro-planning in the field. It previews six cases of language-in-education planning in response to linguistic diversity presented by the contributors to this issue. The cases show how macro-planning can either fail to recognise diverse ethnolinguistic identities or work to acknowledge them. Three common themes in language planning for multilingual education can be identified from the contributions: (i) top-down definitions of what counts as mother tongue can have both intended and unintended outcomes; (ii) language-as-problem responses to linguistic diversity can work to reinforce social exclusion; and (iii) the acknowledgement of diversity and minority language rights needs to flow through from statements of intent to on-the-ground implementation if they are to become a reality