Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.662397
Title: Scots and Scottish English : sociolinguistics and education in Glasgow and Edinburgh
Author: Steele, Laura June
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1998
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Abstract:
The thesis describes, in the first instance, a sociolinguistic investigation of the speech of people of Edinburgh and Glasgow. This entails describing research carried out in the two cities with census-matched informants who were tape-recorded as they answered a questionnaire presented to them as informally as conditions allowed. This questionnaire enquired about all linguistic aspects of spoken language (e.g. phonology, syntax) and about informants' attitudes towards their own language use and their perceptions of the languages spoken in Lowland Scotland. Broadly speaking this resulted in the discovery that Scots-dialect linguistic forms are a feature of the speech of almost all natives of Glasgow and Edinburgh regardless of socio-economic status, age and gender. These kinds of non-linguistic social factors do, however, account for the range of, and extent to which Scots-dialect forms are used, as well as informants' attitudes towards spoken Scots and, indeed, perceptions of Scots as an entity separate from Scottish English. The latter part of this thesis describes an investigation into the official attitude of, and stance taken by the people responsible for educating children in Glasgow and Edinburgh. There is, therefore, a full account of research undertaken with a sample of teachers and educational advisors in Glasgow and Edinburgh, as well as a member of Her Majesty's Inspectorate of Education in Scotland. The results obtained for this section of the study generally show that while the SOED's recent guidelines on language use promote increased teaching of Scots-dialect literature and encourage teachers to value the "language pupils bring to school", there is a great deal of confusion for teachers and, indeed, advisors, as to what is Scots, what is English, what is acceptable in the formal school environment and what is not. At present there is no comprehensive training for teachers on the teaching of Scots-dialect literature or the nature of spoken Scots as opposed to Scottish English, yet teachers are expected to include these topics in their curricula.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.662397  DOI: Not available
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