Comparative analysis of the use of Scots language and literature

This is a summary of a research project carried out by Celia Craig, retired Principal Teacher of English at Westhill Academy, Aberdeenshire.

The research describes, compares and analyses pupil responses to different aspects of Scots, opening a window on the use of Scots by those selected primary and secondary school pupils and their teachers. A number of tasks examine:

  • pupil views on Scots as a language;
  • its status and use;
  • when, where, with whom and how frequently it can be used;
  • their own use, knowledge, understanding and recognition of Scots;
  • and views on its preservation as a distinct, dynamic and actively used language.

Using results obtained from two primary schools - two P 7 classes, one P3 and one P4 and one secondary school - one S1, one S2 class, along with smaller samples from S4/5 and returns from two further primary schools and two secondary schools, this study provides a picture of the state and status of the Scots language as used and viewed by a wide range of pupils.

Focus of the Research

The research focuses on knowledge, understanding, recognition and use of specific parts of speech - nouns, adjectives, verbs, prepositions, special/"older" vocabulary, as well as employing contexted and uncontexted work to test effect on responses, with and without help, assessing relative difficulties of translation of Scots into English and vice and versa.

Doric forms are also examined, rather in passing, particularly the "f" for "wh" phoneme. A variety of methodologies was employed, including a questionnaire for teachers to discover the Scots texts deployed in classes at different times and with different stages.

Results

A number of interesting results with regard to both attitudes towards Scots and use of Scots vocabulary was obtained, relevant to the future of Scots and to the new curriculum in schools, A Curriculum for Excellence

For example nouns would appear to be best known by pupils, with adjectives also sound. Verbs overall appear rather less secure and Special Vocabulary is endangered.

There are interesting results for particular words and for Doric survivals. However, there is some danger of Scots becoming a collection of quaint words, rather than a vibrant language as indicated in the loss of verbs though certain common verbs are still current in reasonable numbers.

Pupil enthusiasm and facility for picking up Scots remain positive features on which to build the advancement of the Scots language. In addition Scots clearly emerges as an enhancing element in pupil acquisition of language and linguistic concepts. However, a degree of parental disapproval of Scots was still apparent in a number of pupil responses while pupil enthusiasm for Scots was manifested in their desire to know more Scots and use more Scots, although initial discomfort with speaking Scots was recorded by a number of pupils at the start of the research.

Indeed at both Primary and Secondary schools there is a strong wish to speak Scots, with some lamenting lack of exposure to Scots, expressing the desire to be taught more Scots, admiring Scots as a language.

At the key Secondary School peer identity/mates is a powerful factor in the issue, especially in senior years, leading numbers of pupils to use Scots with friends, to "hang out". One interesting aspect of the S5/6 response at the focus Secondary School featured pupil inclusion of what might be termed teenage jargon words (e.g. "stonkin", "mingin") as Scots, testifying to the dynamism of Scots at that stage. At Primary school at P3 level an equally interesting and delightful aspect was a Scotticising practice where pupils, keen to please but unaware of a specific Scots word, having grasped the "sounds like English" principle produced "froog", for example for "frog" and choomney" for "lum".

Issues of national identity and family loyalty/background also loom large. Pupils at all levels demonstrate considerable insight in their reasoning, advance sensible explanations and tackle the issue logically. The positive response is reassuring. The negative response is muted - not strident, rather factual and logical.

Summary

Primary 7 pupils had been encouraged by the end of the project to be bolder and more confident in their use of Scots and speaking of Scots, whereas the focus Secondary School pupils were often already confident in larger numbers. Nevertheless they too, especially in S2 planned to speak Scots more often.

One Primary School P7s remained unique in the numbers planning to use Scots in their writing. Primary pupils had sometimes expressed embarrassment about speaking Scots whether from home discouragement or stereotyping or innate reticence which they had now overcome by the end of the Project. Secondary pupils very rarely expressed such feelings. Indeed their desire to speak Scots, especially with mates was prominent, almost a status symbol.

There is urgent need to encourage greater use of Scots literature and language in schools and to provide teacher CPD to help protect and promote Scots, ideally connecting with the Scottish Executive's plans to establish a new policy for Scotland's Languages and now also with A Curriculum for Excellence.

Teaching of linguistic terminology (language, dialect, accent, slang, Doric), requires reinforcing and ideally could be delivered through use of Scots in the classroom which would also help lessen the over-crowding of the curriculum. It might be harder to include Scots specially and uniquely than to "use" it to deliver required language elements.

A detailed Abstract/ Summary of the research can be found in Appendix 5 of the full project which is archived at the Elphinstone Institute, University of Aberdeen and with the The National Library of Scotland.

The detailed Abstract is also available at Scots Education Resources Reports

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