The first two articles in our summer edition deal with modern languages and inclusion, a very topical issue. Maggie Macaskill focusses on her experience of teaching Spanish to students who between them have a range of additional learning needs, and considers the implications in the context of the Scottish Government’s 1+2 language and inclusion policies. Essi d’Almeida is similarly concerned that language learning must be accessible to all students. She considers the theoretical frameworks provided by the likes of Pierre Bourdieu and Martha Nussbaum to help her make sense of the interviews she conducted with language learners in England.
The remaining three articles are all essentially about ‘projects’, distinct not just by topic however, but also by perspective. Adam MacMaster writes from a student’s point of view about the Interdisciplinary Project investigation he conducted for the Scottish Baccalaureate in Languages. He was very much concerned in what ways different learning and teaching methodologies might affect young people’s attitude to languages. We then have an account by Judith McKerrecher on her efforts as both language teacher and Curriculum Leader to increase the confidence and autonomy of a group of language students in their senior year through the use of an iTunes app. Lastly, Angela de Britos writes about SCILT’s most recent national Mother Tongue Other Tongue poetry competition on which she took the lead. It’s an inspiring story, especially for one winner, which takes us back to the inclusion theme we started with.
Also in this issue:
Happy reading!
SLR issue 31 - download entire issue
Call for papers
We are interested in submissions that consider aspects of language learning/teaching or language policy, in Scotland or 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 across the country and beyond, so your article can really make an impact!
Hannah Doughty, Editor.