On the outside, looking in: learning community languages and Scotland’s 1 + 2 Language Strategy

References

• Anderson, J., Chung, Y.-C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: Findings from a multilingual digital storytelling project. Language and Education, 32(3), 195–211. https://doi.org/10.1080/09500782.2018.1430151
   Web of Science ®Google Scholar
• Aravossitas, T. (2014). Communities taking the lead: Mapping heritage language education assets. In P. P. Trifonas & T. Aravossitas (Eds.), Rethinking heritage language education (pp. 141–166). Cambridge University Press.
   Google Scholar
• Beaudrie, S., Ducar, C., & Potowski, K. (2014). Heritage language teaching: Research and practice. McGraw-Hill Education.
   Google Scholar
• Bell, E. (2013). Heritage or cultural capital: Ideologies of language in Scottish Chinese family life. Asian Anthropology, 12(1), 37–52. https://doi.org/10.1080/1683478X.2013.773602
   Google Scholar
• Block, D. (2014). Social class in applied linguistics. Routledge.
   Google Scholar
• Bonacina-Pugh, F. (2012). Researching ‘practiced language policies’: Insights from conversation analysis. Language Policy, 11(3), 213–234. https://doi.org/10.1007/s10993-012-9243-x
   Web of Science ®Google Scholar
• Bordonaro, L., & Payne, R. (2012). Ambiguous agency: Critical perspectives on social interventions with children and youth in Africa. Children’s Geographies, 10(4), 365–372. https://doi.org/10.1080/14733285.2012.726065
   Web of Science ®Google Scholar
• Bouchard, J., & Glasgow, G. P. (2019). Agency in language policy and planning: Critical inquiries. Routledge.
   Google Scholar
• Bourdieu, P. (1990). The logic of practice. Polity Press.
   Google Scholar
• Cherti, M., & Bradley, L. (2011). Inside Madrasses. Understanding and engaging with British-Muslim faith supplementary schools. Institute for Public Policy Research (IPPR).
   Google Scholar
• Christie, J., Robertson, B., Stodter, J., & O’Hanlon, F. (2016). A review of progress in implementing the 1+2 Languages Policy. Association of Directors of Education in Scotland (ADES).
   Google Scholar
• Coyle, D. (2018). Modern foreign languages. In T. G. K. Bryce, W. M. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish education (5th ed., pp. 459–465). Edinburgh University Press.
   Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Crichton, H. (2018). Modern languages. In T. G. K. Bryce, W. M. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish education (5th ed., pp. 341–346). Edinburgh University Press.
   Google Scholar
• Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the cross-fire. Multilingual Matters.
   Google Scholar
• Francis, B., Archer, L., & Mau, A. (2009). Language as capital, or language as identity? Chinese complementary school pupils’ perspectives on the purposes and benefits of complementary schools. British Educational Research Journal, 35(4), 519–538. https://doi.org/10.1080/01411920802044586
   Web of Science ®Google Scholar
• García, O. (2014). U.S. Spanish and education: Global and local intersections. Review of Research in Education, 38(1), 58–80. https://doi.org/10.3102/0091732X13506542
   Web of Science ®Google Scholar
• Gillies, D. (2018). Policy and politics in Scottish education. In T. G. K. Bryce, W. M. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish education (5th ed., pp. 86–95). Edinburgh University Press.
   Google Scholar
• Hancock, A. (2012). Unpacking mundane practices: Children’s experiences of learning literacy at a Chinese complementary school in Scotland. Language and Education, 26(1), 1–17. https://doi.org/10.1080/09500782.2011.609280
   Web of Science ®Google Scholar
• Hancock, A. (2014). Chinese complementary schools in Scotland and the continua of biliteracy. In X. L. Curdt-Christiansen & A. Hancock (Eds.), Learning Chinese in diasporic communities: Many pathways to being Chinese (pp. 59–80). John Benjamins.
   Google Scholar
• Hancock, A., & Hancock, J. (2018). Extending the 1 + 2 Language Strategy: Complementary schools and their role in heritage language learning in Scotland. CERES/University of Edinburgh.
   Google Scholar
• Hancock, A., & Hancock J. (2019). Scotland’s language communities and the 1+2 Language Strategy. Languages, Society and Policy.
   Google Scholar
• Hogan-Brun, G. (2013). Language planning as a complex practice. Current Issues in Language Planning, 14(3–4), 359–362. https://doi.org/10.1080/14664208.2013.848648
   Google Scholar
• Huang, J. (2018). Translanguaging in a Birmingham Chinese complementary school. In G. Mazzaferro (Ed.), Translanguaging as everyday practice (pp. 69–86). Springer.
   Google Scholar
• Johnson, D. C. (2010). Implementational and ideological spaces in bilingual education language policy. International Journal of Bilingual Education and Bilingualism, 13(1), 61–79. https://doi.org/10.1080/13670050902780706
   Web of Science ®Google Scholar
• Johnson, D. C. (2011). Critical discourse analysis and the ethnography of language policy. Critical Discourse Studies, 8(4), 267–279. https://doi.org/10.1080/17405904.2011.601636
   Google Scholar
• Lawson, L., McLean, F., O’Neill, R., & Wilks, R. (2019). Recognising British sign language in Scotland. In M. De Meulder, J. Murray, & R. McKee (Eds.), The legal recognition of sign languages: Advocacy and outcomes around the world (pp. 67–84). Multilingual Matters.
   Google Scholar
• Li, W. (2006). Complementary schools, past, present and future. Language and Education, 20(1), 76–83. https://doi.org/10.1080/09500780608668711
   Google Scholar
• Li, W. (2014). Translanguaging knowledge and identity in complementary classrooms for multilingual minority ethnic children. Classroom Discourse, 5(2), 158–175. https://doi.org/10.1080/19463014.2014.893896
   Google Scholar
• Li, W., & Wu, C.-J. (2010). Literacy and socialization teaching in Chinese complementary schools. In V. Lytra & P. Martin (Eds.), Sites of multilingualism: Complementary schools in Britain today (pp. 33–44). Trentham Books.
   Google Scholar
• Liddicoat, A., & Curnow, T. J. (2014). Students’ home languages and the struggle for space in the curriculum. International Journal of Multilingualism, 11(3), 273–288. https://doi.org/10.1080/14790718.2014.921175
   Google Scholar
• Liddicoat, A. J., & Taylor-Leech, K. (2015). Multilingual education: The role of language ideologies and attitudes. Current Issues in Language Planning, 16(1–2), 1–7. https://doi.org/10.1080/14664208.2015.995753
   Web of Science ®Google Scholar
• Maylor, U., Glass, K., Issa, T., Kuyok, K., Minty, S., Rose, A., Ross, A., Tanner, E., Finch, S., Low, N., Taylor, E., Tipping, S., & Purdon, S. (2010). Impact of supplementary schools on pupils’ attainment: An investigation into what factors contribute to educational improvements. Department for Children, Schools and Families.
   Google Scholar
• McColl, H. (2012). 1+2=Free … ? Scottish Languages Review, 24, 51–58.
   Google Scholar
• McDermott, P. (2019). From ridicule to legitimacy? ‘Contested languages’ and devolved language planning. Current Issues in Language Planning, 20(2), 121–139. https://doi.org/10.1080/14664208.2018.1468961
   Web of Science ®Google Scholar
• McFarlane, A., Deerin, C., & Payne, A. (2018). Breaking the languages barrier. Reform Scotland.
   Google Scholar
• McPake, J. (2006). Community language learning in England, Scotland and Wales. Scottish CILT.
   Google Scholar
• Minty, S., Maylor, U., Issa, T., Kuyok, K., & Ross, A. (2008). Our languages: Teachers in supplementary schools and their aspirations to teach community languages. Institute for Policy Studies in Education, London Metropolitan University.
   Google Scholar
• Nordstorm, J. (2019). Students’ reasons for community language schooling: Links to a heritage or capital for the future? International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1688248
   Google Scholar
• Nordstrom, J. (2016). Parents’ reasons for community language schools: insight from a high-shift, non-visible, middle-class community. Language and Education, 30(6), 519–535. http://dx.doi.org/10.1080/09500782.2016.1168431
   Web of Science ®Google Scholar
• Nwulu, S. (2015). Beyond the school gates: Developing the roles and connections of supplementary schools. RSA Action and Research Centre.
   Google Scholar
• Pennycook, A. (2010). Language as a local practice. Routledge.
   Google Scholar
• Pérez-Milans, M. (2015). Language education policy in late modernity: (Socio)linguistic ethnographies in the European Union. Language Policy, 14(2), 99–107. https://doi.org/10.1007/s10993-014-9354-7
   Web of Science ®Google Scholar
• Ramalingam, V., & Griffith, P. (2015). Saturdays for success: How supplementary education can support pupils from all backgrounds to Flourish. Institute for Public Policy Research.
   Google Scholar
• Ratner, C. (2000). Agency and culture. Journal for the Theory of Social Behaviour, 30(4), 413–434. https://doi.org/10.1111/1468-5914.00138
   Web of Science ®Google Scholar
• Reath Warren, A. (2017). Monoglossic echoes in multilingual spaces: Language narratives from a Vietnamese community language school in Australia. Current Issues in Language Planning, 19(1), 42-61. https://doi.org/10.1080/14664208.2017.133831
   Google Scholar
• Robertson, B. (2018). Gaelic education. In T. G. K. Bryce, W. M. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish education (5th ed., pp. 576–588). Edinburgh University Press.
   Google Scholar
• Salah, A., & Bista, K. (2017). Examining factors impacting online survey response rates in educational research: Perceptions of graduate students. Journal of MultiDisciplinary Evaluation, 13, 29. ISSN 1556-8180. http://www.jmde.com
   Google Scholar
• Scottish Government. (2012). Language learning in Scotland: A 1+2 approach, Scottish government languages working group report and recommendations.
   Google Scholar
• Scottish Government. (2019). Summary of statistics for schools in Scotland 2018: Pupil census supplementary data. https://www2.gov.scot/Topics/Statistics/Browse/School-Education/dspupcensus/dspupcensus18
   Google Scholar
• Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. Routledge.
   Google Scholar
• Tigert, J. (2019). Vanilla sauce and songs: Literacies in a heritage language school. Language Culture and Curriculum, 33, 100–113. https://doi.org/10.1080/07908318.2019.1569021
   Web of Science ®Google Scholar
• Tisdall, E. K. M. (2013). The transformation of participation? Exploring the potential of ‘transformative participation’ for theory and practice around children and young people’s participation. Global Studies of Childhood, 3(2), 183–193. https://doi.org/10.2304/gsch.2013.3.2.183
   Google Scholar
• Tollefson, J. W. (2006). Critical theory in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 42–59). Blackwell.
   Google Scholar
• Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. https://doi.org/10.1080/01419870701599465
   Web of Science ®Google Scholar
• Walters, S. (2011). Provision, purpose and pedagogy in a Bengali supplementary school. The Language Learning Journal, 39(2), 163–175. https://doi.org/10.1080/09571730903545228
   Google Scholar
• Weekly, R. (2020). Attitudes, beliefs and responsibility for heritage language maintenance in the UK. Current Issues in Language Planning, 21(1), 45–66. https://doi.org/10.1080/14664208.2018.1554324
   Web of Science ®Google Scholar
• Woll, B., & Wei, L. (2019). Cognitive benefits of language learning: Broadening our perspectives. Final report to the British Academy. British Academy.
   Google Scholar
• Zhang, H. S. (2016). Early language input and later reading development in Chinese as heritage language (CHL) learners. International Journal of Applied Linguistics, 26(3), 437–448. doi:10.1111/ijal.12146
   Web of Science ®Google Scholar