Article published in:
Language Problems and Language Planning
Vol. 38:2 (2014) ► pp. 167191
Baetens Beardsmore, H
(2009) Language promotion by European supra-national institutions. In O. García (Ed.), Bilingual education in the 21st century: A global perspective (pp. 197-217). Oxford: Blackwell.Google Scholar
Blackledge, A
(2009) As a country we do expect: The further extension of language testing regimes in the UK. Language Assessment Quarterly, 61, 6-16. CrossrefGoogle Scholar
Bialystok, E
(2004) Language and literacy development. In T. Bhatia & W. Ritchie (Eds.), The handbook of bilingualism (pp. 557-601). Malden, M.A: Blackwell.Google Scholar
Bourdieu, P
(1990) The logic of practice. Cambridge: Polity Press.Google Scholar
(1991) Language and symbolic power. Cambridge: Polity Press.Google Scholar
Candelier, M
(2008) ‘Awakening to languages’ and educational language policy. In J. Cenoz & N. Hornberger (Eds.), Encyclopedia of language and education, Volume 6: Knowledge about language (2nd ed.) (pp. 219-232). Dordrecht: Kluwer Academic. CrossrefGoogle Scholar
Candappa, M., Ahmad, M., Balata, B., Dekhine, R. & Gocmen, D
(2007) Education and schooling for asylum seeking and refugee students in Scotland: An exploratory study. Edinburgh: Scottish Government Social Research.Google Scholar
Cheung, H., & Ng, L.H
(2003) Chinese reading development in some major Chinese societies: An introduction. In C. McBridge-Chang & Hsuan-Chih Chen (Eds.), Reading development in Chinese children (pp. 3-19). Westport, CT: Praeger Publishers.Google Scholar
Costa, J
(2010) Language history as charter myth? Scots and the (re)invention of Scotland. Scottish Language, 281, 1-25.Google Scholar
Council of Europe
(2000) European language portfolio. Strasbourg: Council of Europe.Google Scholar
(2003) Guide for the development of languages education policies in Europe. Strasbourg: Council of Europe.Google Scholar
(2007) From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Strasbourg: Council of Europe.Google Scholar
(2010) ECRML: Application of the Charter in the United Kingdom. Strasbourg: Council of Europe.Google Scholar
(2011) Common European Framework of Reference for Languages: Learning, teaching assessment. Strasbourg: Council of Europe.Google Scholar
Crichton, H., & Templeton, B
(2010) An evaluation of the partial immersion project at St. Aloysius College Junior School. Glasgow: University of Glasgow.Google Scholar
Cummins, J
(2000) Language, power and pedagogy: Bilingual children in the cross-fire. Clevedon: Multilingual Matters. CrossrefGoogle Scholar
(2011) Putting the evidence back into evidence-based policies for underachieving students. Strasbourg: Council of Europe.Google Scholar
Cummins, J. & Early, M
(Eds.) (2011) Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent: Trentham Books.Google Scholar
Creese, A., Bhatt, A., Bhojani, N. & Martin, P
(2006) Multicultural heritage and learner identities in complementary schools.” Language and Education, 20(1), 23–43. CrossrefGoogle Scholar
Craig, C
(2009) A comparative analysis of the use of Scots language and literature in selected primary and secondary schools in Aberdeenshire (2008/2009). Aberdeen: Aberdeen University.Google Scholar
European Commission
(2003) Promoting language learning and linguistic diversity: An action plan 2004. Brussles: European Unit.Google Scholar
(2012) Key data on teaching languages at school in Europe 2012. Brussels: Education, Audiovisual and Culture Executive Agency.Google Scholar
Evans, R
(2009) Audit of current Scots language provision in Scotland. Edinburgh: Scottish Government Social Research.Google Scholar
Extra, G., Spotti, M., & Van Avermaet, P
(Eds.) (2009) Language testing, migration and citizenship: International perspectives on testing regimes. London: Continuum.Google Scholar
Fishman, J
(Ed.) (1999) Handbook of language and ethnicity. New York: Oxford University Press.Google Scholar
Fortune, T., & Tedick, D
(Eds.) 2008Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon: Multilingual Matters. CrossrefGoogle 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), 519–38. CrossrefGoogle Scholar
García, O., Skutnabb-Kangas, T., & Torres-Guzman, M
(Eds.) (2006) Imagining multilingual schools: Languages in education and globalization. Clevedon: Multilingual Matters. CrossrefGoogle Scholar
García, O
(2009) Bilingual education in the 21st century: A global perspective. Oxford: Blackwell.Google Scholar
González, N., Moll, L., & Amanti, C
(2005) Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Hancock, A
(2006) Attitudes and approaches to literacy in Scottish Chinese families. Language and Education, 20(5), 355-373. CrossrefGoogle Scholar
(2010) Chinese children’s experiences of biliteracy learning in Scotland. Unpublished Ph.D. dissertation, University of Edinburgh, Scotland.Google Scholar
(2012) Unpacking mundane practices: Children’s experiences of learning literacy at a Chinese Complementary School in Scotland. Language and Education, 26(1), 1-17. CrossrefGoogle Scholar
Her Majesty’s Inspectorate of Education [HMIE]
(2007) Modern languages: A portrait of current practice in Scottish schools. Edinburgh: Her Majesty’s Inspectorate of Education.Google Scholar
(2009) Count us in: Meeting the needs of children and young people newly arrived in Scotland. Livingston: Her Majesty’s Inspectorate of Education.Google Scholar
(2011) Gaelic education: Building on the successes, addressing the barriers. Livingston: Her Majesty’s Inspectorate of Education.Google Scholar
Helot, C., & Ó Laoire, M
(Eds.) (2011) Language policy for the multilingual classroom: Pedagogy of the possible. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Hood, P., & Tobutt, K
(Eds.) (2009) Modern languages in the primary school. London: Sage.Google Scholar
Jones, D., & Vaughan & Martin-Jones, M
(2004) Bilingual education and language revitalization in Wales: past achievements and current issues. In J. Tollefson & A. Tsui (Eds.), Medium of instruction policies. Which agenda? Whose agenda? (pp. 43-70). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Johnstone, R
(2003) Gaelic learners in the primary school. Stirling: Scottish C.I.L.T.Google Scholar
Johnstone, R., Harlen, W., MacNeil, M., Stradling, B. & Thorpe, G
(1999) The attainment of pupils receiving Gaelic-medium primary education in Scotland. Stirling: Scottish C.I.L.T.Google Scholar
Johnstone, R., & McKinstry, R
(2008) Evaluation of early primary partial immersion in French. Stirling: Scottish CILT.Google Scholar
Joseph, J
(2004) Language and identity: National, ethnic, religious. New York: Palgrave MacMillan. CrossrefGoogle Scholar
Judge, A
(2008) Different approaches towards regional languages in France and the UK. Paper presented at Seminar Series Research on Language Policy and Language Planning, 12.2.08, University of Edinburgh www​.arts​.ed​.ac​.uk​/celtic​/poileasaidh/ Accessed 13 July 2012.Google Scholar
Juaristi, P., Reagan, T. & Tonkin, H
(2008) Linguistic diversity in the European Union: An overview. In X. Arzoz (Ed.), Respecting linguistic diversity in the European Union (pp. 47–72). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Kay, B
(2006) The mither tongue (2nd ed.). Edinburgh and London: Mainstream Publishing.Google Scholar
Kenner, C. & Ruby, M
(2012) Interconnecting worlds: Teacher partnerships for bilingual learning. Stoke-onTrent: Trentham Books.Google Scholar
Kirk, J. & Ó Baoill, D
(Eds.) (2002) Travellers and their language. Belfast: Queens University Belfast.Google Scholar
Lasagabaster, D
(2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3-18. CrossrefGoogle Scholar
Little, D
(2010) The linguistic and educational integration of children and adolescents from migrant backgrounds. Language Policy Division, Council of Europe.Google Scholar
Liu, Guo-Qiang & Lo Bianco, J
(2007) Teaching Chinese, teaching in Chinese, and teaching the Chinese. Language Policy, 61, 95-117. CrossrefGoogle Scholar
Lytra, V. & Martin, P
(Eds.) (2010) Sites of multilingualism: Complementary schools in Britain today. Stoke-on-Trent: Trentham Books.Google Scholar
Lo Bianco, J
(2007) Emergent China and Chinese: Language planning categories. Language Policy, 61, 3-26. CrossrefGoogle Scholar
(2008) Policy activity for heritage languages. Connections with representation and citizenship. In D. Brinton, O. Kagan & S. Bauckus (Eds.), Heritage language education. A new field emerging (pp, 53-69). London: Routledge.Google Scholar
Martin-Jones, M., Blackledge, A. & Creese, A
(2012) Introduction: a sociolinguistics of multilingualism for our times. In M. Martin-Jones, A. Blackledge & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 1-26). Oxen: Routledge. CrossrefGoogle Scholar
May, S
(2006) Language policy and minority rights. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 255-272). Oxford: Blackwell.Google Scholar
Menken, K. & García, O
(2010) Introduction. In K. Menkin & O. García (Eds.), Negotiating language policies in schools: Educators as policymakers (pp. 1-10). London: Routledge. CrossrefGoogle Scholar
McPake, J
(2006) Provision for community language learning in Scotland. Edinburgh: Scottish Executive Education Department.Google Scholar
McPake, J. & Tinsley, T
(2007) Valuing all language in Europe. ECML Research and Development Reports Series. Graz: European Centre for Modern Languages.Google Scholar
Munn, P., Stead, J., McLeod, G., Brown, J., Cowie, M., McCluskey, M., Gillean, M., Pirrie, A. & Scott, J
(2004) Schools for the 21st century: The national debate on education in Scotland. Research Papers in Education, 19(4), 433–452. CrossrefGoogle Scholar
Murdoch, S
(1996) Language politics in Scotland (2nd ed.). Aberdeen: Aiberdeen Universitie Scots Leid Quorum.Google Scholar
Murison, D
(1979) The historical background. In A. Aitken & T. McArtur (Eds.), Languages of Scotland (pp. 2-13). Edinburgh: Chambers.Google Scholar
Nicolson, M
(2003) Language and who we are: Some Scottish student perspectives. Scottish Educational Review, 35(2), 121-134.Google Scholar
O’Hanlon, F., McLeod, W. & Paterson, L
(2010) Gaelic-medium education in Scotland: Choice and attainment in primary and early secondary school. Edinburgh: Bòrd na Gàidhlig/University of Edinburgh.Google Scholar
Olivier, J
(2005) Scottish Gaelic identities: Contexts and contingencies. Scottish Affairs, 511, 1-24. CrossrefGoogle Scholar
Oram, R
(2011) Domination and Lordship: Scotland, 1070-1230. New Edinburgh History of Scotland, Volume 31. Edinburgh: Edinburgh University.Google Scholar
Pennycook, A
(2006) Postmodernism in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 60-76). Oxford: Blackwell.Google Scholar
Rhodes, N. & Pufahl, I
(2010) Foreign language teaching in U.S. schools: Results of a national survey. Washington, DC: Center for Applied Linguistics.Google Scholar
Robertson, B
(2003) Gaelic education. In T. Bryce & W. Humes (Eds.), Scottish education post-devolution (2nd ed.) (pp. 250-261). Edinburgh: Edinburgh University Press.Google Scholar
Rolf, H. & Metcalf, H
(2009) Recent migration into Scotland: The evidence base. Edinburgh: Scottish Government Social Research.Google Scholar
Ruiz, R
(1984) Orientations in language planning. NABE Journal, 8(2), 15-34. CrossrefGoogle Scholar
Ruiz de Zarobe, Y., Catalan, J. & Rosa, M
(Eds.) (2009) Content language integrated learning: Evidence from research in Europe. Bristol: Multilingual Matters. CrossrefGoogle Scholar
(2011a) National survey of modern language provision in Scottish schools. Glasgow: Scottish Centre for Information on Language Teaching [CILT].Google Scholar
(2011b) Modern languages excellence report. Glasgow: SCILT.Google Scholar
Scottish Qualifications Authority [SQA]
(2011) Scottish Qualification Authority: Annual statistical report, http://​www​.sqa​.org​.uk​/sqa​/47250​.html. Accessed 4 July 2012.
Scottish Executive
(2000a) Citizens of a multilingual world, ministerial action group on languages (Mulgrew Report). Edinburgh: Scottish Executive.Google Scholar
(2000b) Creating our future…Minding our past, Scotland’s national cultural strategy. Edinburgh: Scottish Executive.Google Scholar
Scottish Government
(2008) Scotland’s strategy for stronger engagement with China. Edinburgh: Scottish Government.Google Scholar
(2010) Report of the Ministerial Working Group on the Scots language. Edinburgh: Scottish Government.Google Scholar
(2011a) Pupils in Scotland, 2010. Edinburgh: Scottish Government. http://​www​.scotland​.gov​.uk​/Topics​/Statistics​/Browse​/SchoolEducation​/pupilsupdata Accessed 26 November 2012.Google Scholar
(2011b) Scots Language Working Group Report: Response from the Scottish government. Edinburgh: Scottish Government. http://​www​.scotland​.gov​.uk​/Publications​/2011​/03​/18094509​/3Google Scholar
(2011c) Supporting children’s learning: Code of practice (rev. ed.). Edinburgh: Scottish Executive.Google Scholar
(2012a) Language learning in Scotland: A 1+2 approach, Scottish Government languages working group report and recommendations. Edinburgh: Scottish Government.Google Scholar
(2012b) Scottish government China strategy 2012. Edinburgh: Scottish GovernmentGoogle Scholar
Shohamy, E
(2006) Language policy: Hidden agendas and new approaches. London: Routledge. CrossrefGoogle Scholar
Skutnabb-Kangas, T
(2006) Linguistic human rights. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 273-291). Oxford: Blackwell.Google Scholar
Smith, R
(2003) Mother tongue education and the law: A legal review of bilingualism with reference to Scottish Gaelic. International Journal of Bilingual Education and Bilingualism, 6(2), 129-145. CrossrefGoogle Scholar
Smyth, G
(2003) Helping bilingual pupils to access the curriculum. London: David Fulton.Google Scholar
Spolsky, B
(2004) Language policy. Cambridge: Cambridge University Press.Google Scholar
(2009) Language management. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Sturman, L., Rowe, N., Sainsbury, M., Wheater, R. & Kerr, D
(2012) Citizens in transition in England, Wales and Scotland: Young citizens at 18-25. Slough: National Foundation for Educational Research [NFER].Google Scholar
The National Centre for Languages [CILT]
(2008) A toolkit for partnership: Our languages project. Reading: National Centre for Languages.Google Scholar
Thürmann, E., Vollmer, H. & Pieper, I
(2010) Language (s) of schooling: Focusing on vulnerable learners. Strasbourg: Council of Europe.Google Scholar
(2009) Public attitudes towards the Scots language. Edinburgh: Scottish Government/Taylor Nelson Sofres- British Market Research Bureau [TNS-BMRB].Google Scholar
Vertovec, S
(2007) Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054. CrossrefGoogle Scholar
Walsh, J. & McLeod, W
(2008) An overcoat wrapped around an invisible man? Language legislation and language revitalization in Ireland and Scotland. Language Policy, 71, 21-46. CrossrefGoogle Scholar
Wei, Li
(2006) Complementary schools, past, present and future. Language and Education, 20(1), 76–83. CrossrefGoogle Scholar
Wilson, C., Turner, G, & Perez, I
(2012) Multilingualism and public service access: Interpreting in spoken and signed languages. In M. Martin-Jones, A. Blackledge & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 314-332). Oxen: Routledge.Google Scholar
Cited by

Cited by 16 other publications

Burns, Denise, Martin Brown, Joe O’Hara & Gerry McNamara
2019.  In Diversity and Triumphs of Navigating the Terrain of Academe [Diversity in Higher Education, 23],  pp. 63 ff. Crossref logo
Carver, Mark
2020.  In Teacher Preparation in Scotland,  pp. 187 ff. Crossref logo
Cohen, Bronwen J. & Wenche Rønning
2022. Valuing the whole community: Children, schools and language. Children & Society 36:3  pp. 305 ff. Crossref logo
Curdt-Christiansen, Xiao Lan & Jing Huang
2021. “Pride” and “profit”: a sociolinguistic profile of the Chinese communities in Britain. International Journal of the Sociology of Language 2021:269  pp. 47 ff. Crossref logo
Hill, Emma
2020.  In Multilingualism and Politics,  pp. 157 ff. Crossref logo
Kanaki, Argyro
2020.  In Multilingualism and Politics,  pp. 309 ff. Crossref logo
Liu, Yuying
2022. Commodification of the Chinese language: investigating language ideology in the Chinese complementary schools’ online discourse. Current Issues in Language Planning  pp. 1 ff. Crossref logo
Liu, Yuying & Xuesong (Andy) Gao
2020. Commodification of the Chinese language: investigating language ideology in the Irish media. Current Issues in Language Planning 21:5  pp. 512 ff. Crossref logo
McKelvey, Róisín
2021. Language Provision in the Scottish Public Sector: Recommendations to Promote Inclusive Practice. Social Inclusion 9:1  pp. 45 ff. Crossref logo
2017. Desarrollo del plurilingüismo a través del Portfolio Europeo de las Lenguas Electrónico (e-pel) en la Escuela Oficial de Idiomas: estudio de un caso. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 35:1  pp. 99 ff. Crossref logo
Palviainen, Åsa & Xiao Lan Curdt-Christiansen
2020.  In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Palviainen, Åsa & Xiao Lan Curdt-Christiansen
2022.  In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 167 ff. Crossref logo
Peace-Hughes, Tracey, Philomena de Lima, Bronwen Cohen, Lynn Jamieson, E Kay M Tisdall & Antonella Sorace
2021. What do children think of their own bilingualism? Exploring bilingual children’s attitudes and perceptions. International Journal of Bilingualism 25:5  pp. 1183 ff. Crossref logo
Peace‐Hughes, Tracey
2022. Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism. Children & Society 36:3  pp. 336 ff. Crossref logo
Sharma, Abhimanyu
2020. Power, ideology and language policies in Scotland. European Journal of Language Policy 12:2  pp. 163 ff. Crossref logo
Šamajová, Kateřina & Michaela Zahradníková
2022. Key Factors in the successful implementation of Chinese language courses in upper secondary schools: a case study from the Czech Republic. The Language Learning Journal  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 05 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.