A Comparison of Scots and Swiss German Languages in superdiverse education spaces

Citation

Lowing K & Krompák E A Comparison of Scots and Swiss German Languages in superdiverse education spaces. Journal of Languages and Culture.

Abstract
Hierarchies of languages are a critical issue within multilingual research, particularly with regard to diglossia and the linguistic practices of plurilingual children in superdiverse contexts (Creese and Blackledge, 2018; Vertovec, 2007). This paper compares the respective positioning of Scots and Swiss German, two closely allied but rarely associated languages (Gorlach, 1985), within Scotland’s Scots Language in Curriculum for Excellence (2017) report and Switzerland’s revised curriculum: Lehrplan 21. Multilingualism is ostensibly welcomed in the curriculums of Scotland and Switzerland, however, by employing Fairclough’s (2015) critical discourse analysis framework to examine both texts, results indicate that the everyday language practices of Scots and Swiss German are not fully recognised within the education language policy of each country. These comparative findings indicate potential barriers to learning and inclusion for Scots and Swiss German speaking children respectively and also for migrant children new to these countries and the indigenous languages they encounter therein (Azripe and McGonigal, 2007).

Keywords
Scots; Swiss German; diglossia; education language policy and practices

Notes
Output Status: Forthcoming

Journal
Journal of Languages and Culture