The Discursive Construction of the Scots Language

Name: The Discursive Construction of the Scots Language | Education, politics and everyday life
Brand: John Benjamins Publishing Company
Price: 118.99 EUR
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Education, politics and everyday life

Johann Wolfgang Unger(Autor*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 24. Oktober 2013

XVI, 178 Seiten

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The Discursive Construction of the Scots Language
Editorial page
Title page
LCC data
Epigraph
Acknowledgements
Table of contents
List of figures
List of tables
List of abbreviations
Transcription conventions
1. Introduction
1.1 Overview
1.2 Why research the Scots language
1.3 Research design
1.4 Terminology
2. The Scots language in context
2.1 What is Scots?
2.2 The historical development of Scots
2.2.1 Origins - 1707
2.2.2 1707 - Present
2.2.3 Timeline of the main events in the development of Scots
2.3 Scholarly research on Scots
2.3.1 Linguistic approaches
2.3.2 The problem of writing and register
2.3.3 Moving towards language policy research
2.3.4 Critical and discursive approaches to Scots
3. Studying language policy from a discursive perspective
3.1 Theoretical and methodological influences
3.2 Different levels of theory
3.3 Critical discourse analysis (CDA)
3.3.1 Principal theoretical assumptions of CDA
3.3.2 The discourse-historical approach
3.3.3 'Doing' CDA
3.4 Pierre Bourdieu's 'symbolic capital' and the 'linguistic market'
3.4.1 The nature of the linguistic market
3.4.2 The linguistic habitus
3.5 Bakhtin's notions of 'heteroglossia' and 'dialogicality'
3.6 Critical approaches to language policy (CALP)
3.7 From theoretical concepts to objects of investigation
3.7.1 Context
3.7.2 Fields
3.7.3 Genre
3.7.4 Discourse
3.7.5 Text
3.7.6 Strategy
3.7.7 Linguistic theories
3.7.8 Intertextuality, interdiscursivity, recontextualisation
3.7.9 Operationalising concepts and questions
3.8 Selection of written texts
3.9 Focus groups
3.9.1 Why focus groups?
3.9.2 How focus groups?
3.9.2.1 Variety and 'representativeness'
3.9.2.2 Locations
3.9.2.3 Participants
3.9.2.4 Moderation, questions and prompts
3.9.2.5 Recording and transcription
3.9.2.6 Topic identification
3.9.2.7 Analysis
3.10 Summary: from eclectic theories to cohesive framework
4. 'Top-down' discourse on Scots at the start of the Twenty-first Century
4.1 Four salient texts
4.2 Fields: the socio-political context
4.3 Genres: what kinds of texts?
4.3.1 National curricula
4.3.1.1 Are the 5-14 Guidelines a hegemonic text?
4.3.2 Educational website
4.3.3 Record of parliamentary debate
4.3.4 Languages Strategy
4.4 Contents: what do the texts say?
4.4.1 The 5-14 guidelines
4.4.2 Census debate
4.4.3 Special focus website
4.4.4 Languages Strategy
4.5 Discursive strategies and their linguistic realisations
4.5.1 Scots as (a) dialect, (a) language, (an) accent
4.5.2 Scots as the language children bring to school
4.5.3 Scots as part of Scottish culture and heritage
4.5.4 Revisiting the macro-strategies
4.6 Summary: intertextual and interdiscursive links
5. Voices 'from below': Strategic ambivalence
5.1 Analysis of focus groups
5.2 Design and composition of the focus groups
5.2.1 Lancaster focus group
5.2.2 Fife focus group
5.2.3 Moderator's script and prompts
5.3 Languages and language varieties
5.3.1 Responses in the Lancaster focus group
5.3.2 Responses in the Fife focus group
5.4 The challenges of written and spoken Scots in the Lancaster focus group
5.4.1 'We just didn't realise how we spoke English so badly'
5.4.2 'You just wouldn't talk like that'
5.4.3 ' it's really sad that you feel under so much pressure to speak English'
5.4.4 Emerging constructions of Scots in the Lancaster focus group
5.5 Genre, field and the prompts in the Fife focus group
5.5.1 The educational field and the Grammar Broonie
5.5.2 The political field and the parliamentary motion
5.6 Discourse topics
5.6.1 'You got the belt' - Real violence against Scots
5.6.2 'We were bilingual, in that sense': participants' (self-) constructions of(/as) Scots speakers
5.6.3 Hesitancy and (e)valuation: constructions of Scots
5.7 Conclusion: ambivalent attitudes
6. The political present and future of the Scots language
6.1 What happens next?
6.2 The growing political profile of Scots: Parliamentary groups and roles
6.3 The audit
6.4 The survey
6.5 The Ministerial Working Group report
6.6 The Aye Can campaign
6.7 The Curriculum for Excellence
6.8 A policy-sea change
7. Manufacturing and maintaining constructions of Scots
7.1 Summary of findings
7.1.1 Scots in top-down texts
7.1.2 Scots in bottom-up texts
7.2 Challenges and opportunities for Scots
7.3 The final word
References
Appendix A: Moderator's scripts
i. Lancaster focus group moderator's script
ii. Fife focus group moderator's script
Appendix B: Prompt texts and translations
i. Lancaster prompt texts
ii. Fife prompt texts
Name index
Subject index

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