This study offers a general survey from a linguistic standpoint of attitude and policy to Lowland Scots language in Scottish education. Chapter 1 outlines the aims of the thesis and considers the present status and condition of Scots language in schools along with some current perceptions of Scots and proposals about how it might be treated in education. A model of Scots and English language since the end of the 17th Century is set out for reference. Thereafter the thesis falls into two main parts. Chapters 2 to 6 provide an historical account of attitudes and policy to Scots language in education from the Middle Ages to the present. This outlines and discusses the forms of Scots language used in schools by teachers and pupils, insofar as these can be determined, and the development of a language policy in schools in relation to the teaching of English, viewed against the general linguistic situation. The situation in the 19th C. is treated in some detail, particularly before and after 1872. The account for the 20th C. focuses on attempts to promote the inclusion of Scots language and literature in schools and how the Scottish Education Department has reacted to these. Chapters 7 to 11 describe, analyse and discuss the results of a test administered to some secondary teachers to discover their general attitudes to Scots forms of language. Chapters 8 to 10 deal with reactions elicited to different accents on a test using the Matched Guise Technique, while chapter 11 is concerned with responses to lexical and grammatical Scotticisms. Chapter 12 provides a summary of conclusions.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:291777 |
| Date | January 1982 |
| Creators | Williamson, I. K. |
| Publisher | University of Edinburgh |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/1842/17889 |
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