Scottish Languages Review Issue 30
It’s always great to see responses or updates to articles from earlier editions, and in this Autumn/Winter edition we’ve got four! Lindsay Dombrowski, Margaret Allan and Khadija Mohammed respond to the article by Scott on language statistics in Scottish schools from the most recent edition (Issue 29). In contrast, Karen Lindner, Heath Jeffrey and Ellen Hunt continue the story of the Chaoyang English Project, which Sarah Williams first wrote about in Issue in 2012 (Issue 25). Hilary McColl revisits her own reflections on the Scottish Government’s 1+2 language policy. In her first contribution on the topic (Issue 24) she mused upon the opportunities for language teaching in Scottish schools, but in this article she is looking more concretely into target language use in the classroom. Gwen McCrossan has also written in the SLR before (Issue 26). At that time she described the creative practices she had introduced into her own primary language classroom. In the current edition she reports on how these ideas have been developed further and applied in a number of early-years classes across her local authority. Finally, our ‘newcomer’ Katrina Price provides a vivid account of how she introduced self and peer-assessment practices into her secondary school language department.
Call for papers
We are interested in submissions that consider aspects of language learning/teaching or language policy, not just in Scotland but also in other parts of the world. If you want your paper to be considered for the next edition, please get in touch. The SLR is read by linguists as well as educational stakeholders so your article can really make an impact!
Hannah Doughty, Editor-in-Chief
Scottish Languages Review and Digest
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