The social turn in L2 research (Block, 2003) has shown that learners are situated in a dynamic social learning environment, both in and beyond the classroom. In this paper, we draw on a mixed-method study, involving a survey of adults engaged in community classroom learning of Scots Gaelic, classroom observations, and, qualitative interviews with learners and teachers, to analyse motivation in Gaelic language learning. We identify constraints and opportunities for sustaining motivation as afforded by different social learning environments. Our findings suggest that the potential for this diverse group of community language learners to contribute to Gaelic language revitalisation through becoming active speakers is relatively less than policy makers might hope. The paper concludes with a discussion of the pedagogical and policy implications arising from the findings.
|Translated title of the contribution||Structure and Agency: Influences on and Experiences of Learning Gaelic in Adulthood|
|Publication status||Unpublished - 13 Jul 2015|
|Event||Còmhdhail Eadar-Nàiseanta na Ceiltis / International Celtic Congress - Glasgow, United Kingdom|
Duration: 13 Jul 2015 → 17 Jul 2015
Conference number: XV
|Conference||Còmhdhail Eadar-Nàiseanta na Ceiltis / International Celtic Congress|
|Period||13/07/15 → 17/07/15|
- Second language learning
- minority languages
MacLeod, M., & MacLeod, M. C. (2015). Structur agus Fèin-riaghladh: Buaidhean agus Fèin-fhiosrachadh air Gàidhlig Ionnsachadh mar Inbhich. Paper presented at Còmhdhail Eadar-Nàiseanta na Ceiltis / International Celtic Congress, Glasgow, United Kingdom.