Scottish Languages Bill - Gaelic and Scots commitments: consultation analysis

Consultation Findings

2.1 Gaelic Medium Education

2.1.1 Number of responses

Responses related to views on Gaelic Medium Education covered answers to the following questions. The table depicts the number of responses received for each question.

Table 1: Gaelic Medium Education responses

Questions on Gaelic Medium Education	Number of responses
Q1 – Thinking of barriers, obstacles and solutions – what are the key aspects that should be included in a new strategic approach to Gaelic Medium Education?	612
Q2 – What steps should be taken to support and promote Gaelic education and ensure that any new strategic approach to GME is implemented?	600
Q3 – Are there any other points you would like to make about providing Gaelic Medium and Gaelic learner education in Scottish education?	525

2.1.2 Qualitative insights

This section presents the most common responses that emerged under the category of Gaelic Medium Education during the analysis.

Most common themes

Barriers, obstacles and solutions for a new strategic approach to Gaelic Medium Education

1. Widespread use and promotion of the Gaelic language

2. Wider accessibility and provision of Gaelic educational services

3. More funding and investment in human resources for Gaelic Medium Education

4. Campaigns and community engagement to promote Gaelic Medium Education

Ways to support Gaelic Medium Education

1. Management and accountability for Gaelic Medium Education

2. Investment in teaching resources to increase access and quality of Gaelic Medium Education

3. Information campaigns to make Gaelic more visible

4. Promotion of bilingualism

5. Cultural activities to encourage the use of the Gaelic language

Views about the provision of Gaelic Medium Education in Scottish Education

1. Preservation of Gaelic as part of Scotland’s cultural uniqueness

2. Monitoring and accountability of Gaelic Medium Education provision

Table 2: Most common responses for Gaelic Medium Education

Question 1: Thinking of barriers, obstacles and solutions – what are the key aspects that should be included in a new strategic approach to Gaelic medium education?

The following themes stood out as the most common responses regarding barriers, obstacles and solutions given a new strategic approach to Gaelic Medium Education.

Widespread use and promotion of the Gaelic language as an opportunity. A large majority of respondents favour a new strategic approach to Gaelic Medium Education. For a widespread promotion of the Gaelic language, respondents referred to:

• development of public signage in Gaelic in public infrastructure,
• improved teaching curricula in primary and secondary schools,
• development of and easy access to immersion learning, and
• prioritisation of Gaelic as a compulsory subject in Scottish education systems.

Additionally, for more significant progression in Gaelic linguistic abilities, respondents suggested the provision of advanced-level classes along with beginner’s classes.

More funding and investment in human resources for Gaelic Medium Education. Two other common barriers to Gaelic Medium Education mentioned were inadequate funding and insufficient human resources (mainly teachers). For teachers, respondents pointed out that lack of sufficient training and qualification in teaching Gaelic hinders the provision of Gaelic Medium Education, and therefore the number of Gaelic speakers in Scotland. In comparison with the number of English speakers and with an ambition to increase Gaelic speakers, a respondent suggested that ‘there should be linkages between the Gàidhealtachd framework and efforts to strengthen Gaelic Medium Education. A strategic plan and timetable should be adopted to phase out English Medium Education entirely in the Western Isles and other core Gàidhealtachd areas. All remaining English Medium staff in these areas should be allowed to acquire Gaelic skills if they do not already possess them and contribute to the Gaelic Medium sector’ (Respondent # 428)

Wider accessibility and provision of Gaelic educational services. Respondents who believed strongly about the widespread promotion of Gaelic and related educational services suggested the additional provision of Gaelic educational services to pupils outside of school. This could be in the form of clubs and learning events. Others shared an aspiration to have greater availability of Gaelic Medium Education in every school or at least in Highlands and Islands at nurseries and primary and secondary levels.

Local authorities were seen as responsible parties to emphasise the availability of Gaelic Medium Education locally. For proponents of Gaelic Medium Education, Gaelic should be the default (subject) in major Gaelic communities. Respondents also emphasised how the demand for Gaelic Medium Education outweighed its availability. Lack of accessibility and provision, hence, was one of the most common barriers for most respondents.

Community and cultural initiatives to promote Gaelic Medium Education. Some respondents highlighted that there has often been a severe lack of awareness about the importance of Gaelic as Scotland’s traditional language. To encourage local usage and promotion, community engagement should be increased by organising cultural events, including music, dance, and literary festivals, to immerse the population into the Gaelic language. A respondent suggested ‘increased resources for Gaelic Medium residential sports camps such as skiing as Gaelic speakers and Gaelic Medium educated children are underrepresented at a national level’ (Respondent # 319). Activities and initiatives like these will increase Gaelic’s visibility.

Question 2: What steps should be taken to support and promote Gaelic education and ensure that any new strategic approach to GME is implemented?

In addition to references to some of the themes from Question 1, the following themes stood out as the most common responses regarding specific steps to promote Gaelic education.

Stronger management and greater accountability for Gaelic Medium Education. Respondents supporting Gaelic Medium Education believed there is a need for greater transparency and accountability for implementing Gaelic Language Plans. The authorities at the national level must coordinate and join together for better resourcing and staff development. The efforts currently being made are ‘fragmented and ineffective’ and require better planning. One respondent pointed out that ‘proper commitment and investment is required before any new strategy is promoted. The current provision is too fragile for rapid, widespread expansion. Continuous improvement must be nurtured and sustained to form solid foundations to build on in the future (Respondent # 434). Moreover, the government must strengthen the legislation to protect the public’s rights to Gaelic education.

Investment in teaching resources to increase access and quality of Gaelic Medium Education. Many respondents emphasised initial teacher training, incentives, and opportunities for teachers to learn Gaelic. According to them, the quality and diversity of the teaching staff can contribute to improvements in the provision of Gaelic Medium Education. Incentives could be provided to ensure teacher retention in the existing workforce and the creation of new teaching staff. Teaching hours and salaries should also be reconsidered in order to encourage people to take more Gaelic teaching roles and to match the cost of living in different areas in Scotland. Respondents also suggested training and recruiting language assistants to add to the quality of Gaelic Medium Education and support for pupils.

Information campaigns to make Gaelic more visible. To support Gaelic Medium Education, respondents suggested that locally organised information campaigns can be a great way to normalise the use of Gaelic in everyday life. These campaigns can target the ‘persistent negativity and disinformation surrounding the language and its teaching’ (Respondent # 495). Efforts to raise awareness will enable the public to be more knowledgeable about why Gaelic is critical in preserving the traditional culture of Scotland.

Promotion of bilingualism. Respondents identified that an emphasis on bilingualism could encourage more people to be comfortable with Gaelic as their local language. Bilingual road signs should be available everywhere. Additionally, one respondent pointed out that ‘having all children learning in Gaelic, Scots, and English from the outset of their schooling would finally remove the stigma surrounding these languages’ (Respondent # 181).

Cultural activities to encourage the use of the Gaelic language. Cultural activities such as community learning opportunities also available for adults can promote Gaelic learning. These activities can include occasions to celebrate minority language festivals, celebrate successful Gaelic artists, and provision of multilingual cultural resources.

Question 3: Are there any other points you would like to make about providing Gaelic Medium and Gaelic learner education in Scottish education?

Under Question 3, respondents re-emphasised themes delineated under Questions 1 and 2. As shown below, respondents shared some new responses regarding providing Gaelic medium education and learning in Scottish education.

Preservation of Gaelic as part of Scotland’s cultural uniqueness. Some respondents stressed the importance of Gaelic Medium Education as part of Scottish Education to preserve the culture and history of the country. According to them, in the current system of education, ‘the very appropriate emphasis on STEM subjects coupled with the narrowing of choice of subjects at a school level have resulted in fewer students choosing Gaelic (and other non-STEM subjects) at the higher levels’ (Respondent # 62). Additionally, some respondents reflected on how independent schools in Scotland do not offer Gaelic as a subject in Scotland. The Scottish authorities should recognise Gaelic at a Nat 5 or higher level and then open up future pathways for employment for Gaelic speakers.

Monitoring and audit of Gaelic Medium Education provision. According to respondents, Bòrd na Gàidhlig should be accountable for Gaelic learner education. There needs to be a more straightforward strategy to identify, support and track learners in their journey. Respondents also suggested that this monitoring and audit can be implemented by creating the office of a ‘Gaelic Commissioner.’ According to them, the Gaelic Commissioner would oversee the national policy implementation at the local level, acting as an ombudsman. They will mediate between the national policy framework and implementation by local authorities.

Less common themes

Below are other responses mentioned across the three questions regarding Gaelic Medium Education.

Social stigmas around the Gaelic language. Respondents’ unwillingness to engage in Gaelic has been affected by the social stigmas attached to the use of the language. They reported a lack of confidence in speaking the language, especially among young people.

Revised legislative framework. Respondents identified the need to develop a national Gaelic language policy that recognises the importance of Gaelic and provides a framework for its integration into local authority policies. This new framework should emphasise 1) pre-school and early Gaelic learning, 2) Gaelic-medium primary and secondary education, 3) Gaelic education at the tertiary level including college, vocational and university education, and 4) Gaelic as a second language.

Strong leadership to enable better management of local authorities. Respondents suggested an emphasis on strengthening leadership and management that 1) holds local authorities accountable for fulfilling Gaelic language plans, 2) appoints officials that are knowledgeable of and empathetic to Gaelic, and 3) stays connected with local authorities to support them in a coordinated, unfragmented manner.

Information campaigns to publicise Gaelic. A clear campaign to spread information about Gaelic, the benefits and the availability of opportunities open to all.

Multilingualism. According to respondents, multilingualism should be promoted at an official and public level. The benefits of bilingualism should be publicised and associated with Gaelic Medium Education.

Restrictions to Gaelic Medium Education. A few respondents suggested that Gaelic Medium Education should not be rolled out across Scotland.

Changes in the curriculum. The resources available as part of the Gaelic curriculum should be thoroughly reviewed. There should be a separate curriculum for Gaelic Medium Education.

Secondary-level education. There is a need for greater provision of Gaelic education at a secondary level. The secondary curriculum is seen as essential to the development of Gaelic Medium Education.

Tertiary-level education. The authorities should invest in tertiary-level Gaelic education. Doing so would allow a more coordinated approach between schools and universities to promote careers rooted in Gaelic or the use of Gaelic.

Gaelic Learner Education. Respondents believed that any developments related to Gaelic Learners would play an important role in promoting the Gaelic language. Focusing on Gaelic Medium Education should not minimise investments in Gaelic Learner Education. According to respondents, opportunities and available provisions to be involved in Gaelic Learner Education may spark interest and enthusiasm among people who may not want to attend a fully immersive Gaelic Medium Education.

Apolitical approach towards Gaelic Medium Education. According to a respondent, politicians should not have a say in decisions regarding the national curriculum. Education experts must be fully involved in these decisions.

2.2 Gàidhealtachd

2.2.1 Number of responses

Responses related to views on a Gàidhealtachd covered answers to the following questions. The table depicts the number of responses received for each question.

Table 3: Number of responses for Gàidhealtachd

Questions on Gàidhealtachd	Number of responses
Q4 – Do you have views on what measures should be in place to support Gaelic speakers in areas with significant numbers of speakers?	556
Q5 – Do you have views on how such areas should be defined?	476
Q6 – How would you balance the commitment to put measures in place in areas with significant Gaelic speakers with the principle that Gaelic should be a national language for all of Scotland?	526
Q7 – Are there any further points you would like to make about the commitment to explore the creation of a Gàidhealtachd and the associated commitments related to Gaelic use in the family and community?	396

2.2.2 Qualitative insights

Most common themes

Measures to support Gaelic speakers in areas with significant numbers of speakers

1. Developments in a Gàidhealtachd

2. Any measures should be restricted to a Gàidhealtachd only

Defining areas with Gaelic speakers

1. Geographical definition based on the historical presence of the language

2. No definition is necessary since Gaelic speakers live across Scotland

3. A flexible definition for Gàidhealtachd is required.

4. Defining a Gàidhealtachd is unnecessary

5. Community consultations are required

Balancing the commitment to put measures in place in areas where there are significant Gaelic speakers with the principle that Gaelic should be a national language for all of Scotland

1. Public, infrastructural and economic support for a Gàidhealtachd at the local level

2. All of Scotland should be a Gàidhealtachd with Gaelic as the national language

3. Scotland is a bilingual nation with English and Gaelic as official languages

4. Gaelic should not be a national language of Scotland

Views about the commitment to explore the creation of a Gàidhealtachd and the associated commitments related to Gaelic use in the family and community

1. Innovative initiatives such as toys, books, and the use of digital technology (Alexa) for the promotion of Gaelic

2. The creation of a Gàidhealtachd may cause communal divisions.

Table 4: Most common responses for Gàidhealtachd

Question 4: Do you have views on what measures should be in place to support Gaelic speakers in areas with significant numbers of speakers?

Developments in a Gàidhealtachd. Respondents shared that the government should allocate more funds to support Gaelic speakers, specifically within the areas with significant numbers of speakers. Economic and infrastructural measures should be put in place to support Gaelic speakers in a Gàidhealtachd. Respondents expressed that language policies are related to socioeconomic policies. According to them, without the socio-economic support for fragile communities, language transmission in a Gàidhealtachd will continue to lose new generations of Gaelic speakers. As one respondent pointed out, economic measures could help to stem the flow of young Gaelic speakers who often leave Gaelic areas. These measures may include providing affordable housing and employment opportunities. Local tourism should also be improved, enabling a continued preferential provision of jobs for local Gaelic speakers or those with Gaelic qualifications (Nat5 and Higher).

Some respondents also encouraged using cultural initiatives such as Gaelic language clubs, which allow both old and young community members to engage and connect. Moreover, the integration of Gaelic into everyday life is likely to support Gaelic speakers. Respondents also suggested having Gaelic available as a language on self-serving machines in supermarkets and organising Gaelic Medium clubs and activities such as Gaelic knitting groups as other initiatives. In terms of media, radio and TV programmes and print literature would also help promote the use of Gaelic among the local communities and empower local speakers. Moreover, councils, the NHS, and the public sector should take the necessary steps to offer all their services in Gaelic.

Any measures should be restricted to a Gàidhealtachd only. According to respondents, areas with significant Gaelic speakers include the Highlands and Islands and the Western Isles. In Gàidhealtachd regions, Gaelic should be the primary language in all statutory and public service provisions. A respondent suggested that ‘the measures should be developed and promoted only in areas where Gaelic has been historically spoken, but not in the Northern Isles where their dialect should be retained’ (Respondent # 172). Another respondent suggested that Gàidhealtachd areas should be the priority, wherein a focus on Gaelic communities and their cohesion is imperative. Any investment or measures for a Gàidhealtachd should be meticulously directed because, as one respondent stated, the proportion of Gaelic speakers is reducing, and incoming families and individuals are mostly English-speaking with no real reason they should speak Gaelic (Respondent # 511). Some respondents felt that any measures in the country’s central belt would be misguided and a waste of public resources.

Question 5: Do you have views on how such areas should be defined?

A geographical definition based on the historical presence of the language. Most respondents favour defining areas with Gaelic speakers as those areas with many speakers. These include areas where Gaelic was historically present but, as one respondent put it, ‘systematically eroded by certain political groups/those in power’ (Respondent # 431). The definition, however, should not be restrictive and should also focus on areas where there is a potential for future growth.

No definition is necessary since Gaelic speakers live across Scotland. Another common opinion among respondents regarding defining areas with Gaelic speakers was that there should be no definition in terms of geography. One of respondents stated that ‘language loyalty in the cities is crucial to the vitality and enjoyment of a language’ (Respondent # 296). The language must remain accessible everywhere. The role of media and digital technology has assisted in keeping the language accessible and available across different regions in Scotland. Another respondent shared a similar view, stating that since ‘online resources can be accessed anywhere, creating a defined Gàidhealtachd area would be a retrograde step’ (Respondent # 471).

A flexible definition for Gàidhealtachd is required. A small segment of respondents believed that a flexible definition of Gàidhealtachd would ensure that support of the language within a Gàidhealtachd does not deter any support afforded to communities outside a Gàidhealtachd. A flexible approach allows for the widespread promotion of Gaelic outside a Gàidhealtachd, opening opportunities for expanding the Gàidhealtachd region. It would also include online communities to be part of a Gàidhealtachd.

Defining areas with Gaelic speakers as unnecessary. A substantial number of respondents considered the agenda of defining areas with Gaelic speakers as futile. This idea was motivated by Gaelic’s relative insignificance compared to English or the precedence of other policy/development issues for those living in Scotland. Directing funds for the promotion of Gaelic as a national language was seen as part of a political agenda by respondents.

Further community consultations are required. A few respondents believed that defining areas with Gaelic speakers for policy should be based on consultations with local communities. Respondents suggested that this definition needs to be grounded in research, particularly concerning the education model in Wales for the Welsh language.

Question 6: How would you balance the commitment to put measures in place in areas with significant Gaelic speakers with the principle that Gaelic should be a national language for all of Scotland?

Status of Gaelic as a national language of Scotland. Some respondents – for differing reasons – were dubious of Gaelic’s status as a national language of Scotland. Among those who were generally supportive of efforts to sustain the language, there was occasionally a view that national policies shouldn’t be prioritised over measures which could address the needs of the language at a local level. Conversely, other respondents felt that, given the economic climate and other national priorities, Gaelic must not be a priority and stated that most people in Scotland are not interested in Gaelic.

All of Scotland should be a Gàidhealtachd with Gaelic as a national language. Some respondents shared their interest in Gaelic as a national language of Scotland. Suggesting that there must be no geographical limitations to a Gàidhealtachd, they believed that the use of the language should be equally encouraged in areas with low numbers of speakers. A respondent shared their enthusiasm through this emphatic comment: ‘I think Gaelic is an important part of the national identity, even though it was only spoken in the Highlands and Islands in recent history. Reviving the language and creating an identity separate from English (if that is a desired result) language is an incredible unifying tool’ (Respondent # 430).

Public, infrastructural, and economic support for a Gàidhealtachd at the local level. For those who believed in the intentions behind creating and promoting a Gàidhealtachd, Gaelic speakers need access to benefits, incentives, and overall recognition for the language to survive through its speakers. This support would imply greater language visibility through infrastructural signage and public services.

Scotland is a bilingual nation with English and Gaelic as official languages. Some respondents believed in a more balanced approach to using multiple languages in Scotland. For them, there should be equal opportunities for all English, Scots, and Gaelic speakers. Reinstating Scotland as a bilingual nation would require all children to learn Gaelic, Scots, and English from the onset of their education. It would help remove any stigmas attached to the use of any language and foster wider cultural acceptance of all languages.

Question 7: Are there any further points you would like to make about the commitment to explore the creation of a Gàidhealtachd and the associated commitments related to Gaelic use in the family and community?

Innovative initiatives for the promotion of Gaelic. Respondents suggested employing innovative strategies to promote Gaelic. These include inventing or adapting toys and digital technologies like Alexa that integrate Gaelic as a language. By adding an element of ‘learn through play’, children will likely immerse themselves more in the language in their early years.

The creation of a Gàidhealtachd may cause division. The aspect of division has been a recurring theme in some of the responses provided above. Some respondents believed that it is incumbent upon the government to promote Gaelic in ways that are not divisive. They added that drawing lines and designating some areas of Scotland as an official Gàidhealtachd would proclaim Gaelic speakers living in these areas as more authentic and vital than Gaelic speakers living elsewhere in Scotland. According to respondents, any creation of a Gàidhealtachd through policy must be grounded in actual evidence and consultation with traditional Gaelic-speaking communities themselves. Failure to do so may lead to an imposition of an identity to which Gaelic speakers may not want to attach themselves.

Less common themes

Below are other responses mentioned across the four questions regarding a Gàidhealtachd.

Community Initiatives. Respondents stressed that community events or cultural activities could be a good way for extra-curricular Gaelic engagements. Greater funding and resources should be deployed for community-led initiatives to encourage the use and growth of Gaelic.

Highlands and Islands as a Gàidhealtachd. Highlands and Islands were identified as the main Gàidhealtachd areas. According to respondents, Gaelic Medium Education should be instituted as default within these regions.

Tier system. A few respondents highlighted that a tiered system for interventions might be useful in promoting Gaelic based on the number of speakers in a specific area. Different levels of Gaelic in regions will require different initiatives. For example, Tier 1 denotes areas where Gaelic is currently spoken (Outer Isles, Skye), and Tier 2 denotes areas where Gaelic was spoken traditionally but is not commonly spoken (Argyll, Highlands, and Islands). Tier 3 would include areas where relatively few people speak the language (Central Belt – Aberdeenshire, Lothian, and Southern Uplands).

A Gàidhealtachd already exists. There were differing viewpoints on the introduction of a Gàidhealtachd. Respondents stated that Scotland already had a Gàidhealtachd due to this term being used in Scottish Gaelic as a direct reference to the region of the Highlands. Others felt that the Gàidhealtachd existed wherever Gaelic speakers were to be found. Some respondents were hostile to the idea of a Gàidhealtachd being defined outside of the language’s modern day heartlands such as the Western Isles. Others still felt that defining a Gàidhealtachd would weaken the language’s claims to national status and exclude speakers based elsewhere in Scotland.

Current investment is adequate. Respondents mentioned that current investment in Gaelic is more than adequate.

2.3 Bòrd na Gàidhlig

2.3.1 Number of responses

Responses related to views on Bòrd na Gàidhlig covered answers to the following questions. The table depicts the number of responses received for each question.

Table 5: Number of responses for Bòrd na Gàidhlig

Questions on Bòrd na Gàidhlig	Number of responses
Q8 – Do you have any views on the current duties of Bòrd na Gàidhlig and any suggestions of how these could operate more effectively or efficiently?	451
Q9 – Do you have any views on structural changes at Bòrd na Gàidhlig which could strengthen the promotion of and support for Gaelic in Scotland?	390
Q10 – Are there any further points you would like to make about reviewing the functions and structure of Bòrd na Gàidhlig, which seeks to ensure Scotland has the most effective leadership body and network of organisations for promoting Gaelic?	343

2.3.2 Qualitative insights

Most common themes

Views on the current duties of Bòrd na Gàidhlig and suggestions

1. Bòrd na Gàidhlig requires more funding for the effective operation

2. Bòrd na Gàidhlig should be more visible and efficient in promoting Gaelic

3. Bòrd na Gàidhlig should be restructured as an organisation with more legal powers

4. Bòrd na Gàidhlig should engage with communities more

Views on structural changes at Bòrd na Gàidhlig

1. Bòrd na Gàidhlig should have more influence in decisions regarding the promotion of Gaelic

2. A culture of accountability for language plans should be instilled within the organisation

Views on review of the functions and structure of Bòrd na Gàidhlig

1. Working with significant organisations, including councils, universities, and charities, to update Gaelic Language Plans

2. Commission more research on the effectiveness of other language planning bodies for best practices

Table 6: Most common responses for Bòrd na Gàidhlig

Question 8: Do you have any views on the current duties of Bòrd na Gàidhlig and any suggestions for how these could operate more effectively or efficiently?

Bòrd na Gàidhlig requires more funding for effective operation. Respondents identified how Bòrd na Gàidhlig required more funding and resources to effectively implement the promotion of Gaelic education, community events, extra-curricular activities, and provision of public services with an active integration of Gaelic. Some stated that the budget allocated for Bòrd na Gàidhlig means it is challenging to achieve the expected outcomes and duties.

Bòrd na Gàidhlig should be more visible and efficient in promoting Gaelic. Respondents pointed out that they were unaware of Bòrd na Gàidhlig and that a ‘wider explanation of the current setup is overdue to the wider non-Gaelic speaking populations’ (Respondent # 493). They were borrowing an example from Wales; one respondent reflected on the appointment of a Language Commissioner responsible for mitigating the misinformation that spreads regarding a language. They will also ensure adherence to any legislation on the use and promotion of Gaelic. The current language planning system, with no effective enforcement measures, is too ‘weak’.

Bòrd na Gàidhlig should be restructured as an organisation with more legal powers. Apart from limited funding and invisibility that pose difficulties to the operations of Bòrd na Gàidhlig, inadequate legal powers and influences also affect Bòrd na Gàidhlig’s credibility, according to respondents. Respondents believed that one of the main issues faced in Gaelic language planning is the lack of legal powers that Bòrd na Gàidhlig has to hold organisations or local authorities to account for the use and promotion of the Gaelic language. Moreover, the government should strengthen the enforcement powers of Bòrd na Gàidhlig for any language plans. Respondents understood Bòrd na Gàidhlig as merely an advisory organisation with no real power to implement change.

Other respondents expressed satisfaction with the current structure and duties of Bòrd na Gàidhlig. They commented that the organisation provides professional advice and support on all issues relating to Gaelic to Scottish Ministers, the Scottish Government, and national and regional agencies, as well as support for Gaelic communities.

Bòrd na Gàidhlig should engage with communities more. A need for Bòrd na Gàidhlig’s greater engagement with the local Gaelic communities was one of the most significant themes for this question. Respondents stated that while they recognised Bòrd na Gàidhlig’s work, they were dissatisfied with how little engagement there is with the Gaelic communities. One respondent stated that ‘ensuring that Bòrd na Gàidhlig is near the significant Gaelic speaking communities is important’ (Respondent # 184). According to respondents, the lived, generational experiences concerning the language and culture, in general, are invaluable and may provide valuable insights for the further promotion of Gaelic. Respondents also stressed the need for further public consultation with Gaelic-speaking communities to ensure they are properly listened to.

Question 9: Do you have any views on structural changes at Bòrd na Gàidhlig which could strengthen the promotion of and support for Gaelic in Scotland?

Bòrd na Gàidhlig should have more influence in decisions regarding the promotion of Gaelic. Bòrd na Gàidhlig should have greater powers to intervene in education matters. Local authorities should consult Bòrd na Gàidhlig when contemplating structural or institutional changes in the delivery of Gaelic Medium Education. According to respondents, Bòrd na Gàidhlig works well within its remits but fails to ensure the implementation of Gaelic Language Plans and policies. More power and influence can be exerted by employing community development officers to oversee the implementation.

A culture of accountability for language plans should be instilled within the organisation. This accountability can take the form of soliciting participation from as many different organisations as possible for Gaelic’s ultimate support and development. Due to a perceived lack of accountability and ineffective planning and implementation, there was a view among some respondents that Bòrd na Gàidhlig had undergone ‘massive reputational damage’, causing distrust amongst the Gaelic communities. To ensure the effective implementation of Language Plans and related operations, respondents suggested splitting the Bòrd’s current functions between at least two bodies for language promotion, regulation, and enforcement. Respondents shared that it might be wiser to identify community actors to support the work of Bòrd na Gàidhlig. They reflected on the example of the Doric Board in Scotland’s North-East, which acts as a local agent, distributing funds from national sources to grassroots actors. Such a decentralised mechanism can ensure community ownership over Gaelic initiatives.

Overall, respondents agreed on more organisational transparency of Bòrd na Gàidhlig, which is crucial in building the trust of the Gaelic communities. Bòrd na Gàidhlig must circulate information from official discussions, create connections with other authorities, and make funding accessible for community initiatives.

Question 10: Are there any further points you would like to make about reviewing the functions and structure of Bòrd na Gàidhlig, which seeks to ensure Scotland has the most effective leadership body and network of organisations for promoting Gaelic?

They work with major organisations, including councils, universities, and charities, to update Gaelic Language Plans. A few responses accentuated the need for Bòrd na Gàidhlig to collaborate with other organisations for a more efficient promotion of Gaelic and implementation of Gaelic Language Plans. It was perceived that their work is in silos, hindering them from effectively fulfilling their duties. One respondent wrote that ‘a greater emphasis on partnership working and bringing many more public agencies [and even private organisations] on board to work alongside any Gaelic development agency would be suitable for now’ (Respondent # 380).

Commission more research on the effectiveness of other language planning bodies for best practices. Respondents suggested that studies should be commissioned to explore the work and effectiveness of other language planning bodies worldwide. These research insights will be invaluable in developing a language policy that may work best in the case of Gaelic. Interestingly, a respondent identified how the example closest to home, the use of Gaelic in Ireland, may not be the best example to refer to. According to them, the research shows that Irish medium education attainment in terms of Irish language skills is lower in the Gaeltacht areas than in other areas in Ireland.

Less common themes

Below are other responses mentioned across the three questions regarding Bòrd na Gàidhlig.

Lack of awareness regarding the functions and structure of Bòrd na Gàidhlig. Respondents identified the need for greater clarity on the roles and functions of Bòrd na Gàidhlig.

Satisfaction with Bòrd na Gàidhlig. Some respondents demonstrated their satisfaction with the work being led and supported by Bòrd na Gàidhlig. According to one respondent, Bòrd na Gàidhlig has been more public-facing, open, and engaged concerning its work for the Gaelic language.

Dissatisfaction with Bòrd na Gàidhlig. A few respondents expressed that the Gaelic community has low trust towards Bòrd na Gàidhlig. They were of the view that Bòrd na Gàidhlig should lose their remit to promote Gaelic Education since their plans for the promotion of Gaelic have not led to any significant outcomes

Staff at Bòrd na Gàidhlig. According to two respondents, staff at Bòrd na Gàidhlig should be young Gaelic speakers who can contribute to implementing Gaelic Language Plans ambitiously and effectively.

Negative views about Gaelic Medium Education, Gàidhealtachd and Bòrd na Gàidhlig

Some respondents expressed negative opinions around the promotion of Gaelic and related aspects of Gaelic Medium Education, development of a Gàidhealtachd and Bòrd na Gàidhlig. Following are the themes that were captured in the analysis.

Gaelic is insignificant for most people living in Scotland. Respondents shared that any investment in promoting the Gaelic language is futile because people in Scotland do not use the language as much. Any steps taken should be restricted to Gaelic-majority areas. One respondent expressed their concern by suggesting to ‘prioritise learning where the language is still spoken – Western Isles, Highlands, Glasgow, Edinburgh. We are struggling to fund other basic services, and having Gaelic taught in, for instance, [named local authority] is pointless, in my opinion’ (Respondent # 281).

Redundancy of any support for Gaelic speakers. Many respondents held strong views about the redundancy of efforts to promote the Gaelic language. They felt that the funds can be better invested in other priority areas within the education system.

Redundancy of Gaelic Medium Education. The lack of belief in Gaelic Medium Education was a common response. In the view of some respondents, an emphasis on normalising Gaelic Medium Education resonates with creating divisions in the country. Moreover, they were of the view that the government should spend resources allocated for Gaelic Medium Education on other national priorities such as English-medium education and healthcare. One respondent shared their views by noting how the promotion of Gaelic may not be helpful for young people, as ‘the priority within education is to provide young people [with] employability skills, whether that is sufficient academic qualifications to gain entry into further education or higher education or soft skills, cannot see how Gaelic assists this in any way’ (Respondent # 20).

Bòrd na Gàidhlig should be disbanded as it wastes public resources. A significant number of respondents highlighted that Gaelic as a language should not be imposed on the people of Scotland. They were of the view that investments should be instead spent on enabling children and youth to be more proficient in English. One respondent stated that ‘children are missing out on life opportunities because of the failure to ensure basics such as reading and writing English’ (Respondent # 57).

2.4 Scots Language

2.4.1 Number of responses

Responses related to views on Scots language covered answers to the following questions. The table depicts the number of responses received for each question.

Table 7: Number of responses for the Scots language

Questions on Scots language	Number of responses
Q11 – Thinking of the work of the critical Scots bodies as referred to in the paper – What are your views on the work of the Scots bodies? How would you strengthen and add to the work of these bodies?	445
Q12 – What are your views on the next steps that should be taken to support the Scots language?	489
Q13 – Are there any further points you would like to make about the commitment to support the Scots language?	424

2.4.2 Qualitative insights

Most common themes

Views on the work of Scots bodies

1. Social stigmas around the use of Scots should be debunked

2. Lack of Scots educational services

3. More funding and legislative power to support Scots

Next steps to support the Scots language

1. Scots language should be used in mainstream media and day-to-day life

2. Greater visibility for Scots with more resources at hand

Views on a commitment to support Scots language

1. More vital legislation and statutory provisions are required to support the Scots Language

2. There is an insufficient commitment to the Scots Language in the Bill

Table 8: Most common responses for the Scots language

Question 11: Thinking of the work of the critical Scots bodies as referred to in the paper – What are your views on the work of the Scots bodies? How would you strengthen and add to the work of these bodies?

Social stigmas around the use of Scots should be debunked. For the language to prosper, the language should be promoted in a similar way to Gaelic. Respondents believed that the Scots language is still a language of their ancestors’ history and inheritance. Any stigmas or ideas around the inferiority of Scots about English should be debunked. Respondents highlighted how Scots language speakers have always been framed as less educated and worthy than English language speakers. They suggested that there is a need to further how standardising Scots as a language can add to its legitimacy and make learning the language more streamlined, preserving the idiosyncrasies of the different Scots dialects and cultures.

Lack of Scots educational services. It was stated that the language had lost its essence and credibility due to inadequate educational provision through Scots. Respondents suggested that the educational authorities should introduce and promote a range of free and paid-for curricula with various forms of accreditation and recognition. Respondents also brought attention to the need for a Scottish Languages Bill.

More funding and resources to support the Scots Language. As identified in the previous theme, many respondents believed that the Scots language should be supported with more funding. A few ideas suggested by respondents include the appointment of Local Education Authority advisors for indigenous languages to ensure these policies for language promotion are acted upon, language awareness training for all teachers in Scotland, the establishment of an umbrella body such as a Scots Language Board that could serve as a repository of information, a link to specialists and proposals, and implementing agency for the delivery of any legislation or Scots language policy.

Question 12: What are your views on the next steps that should be taken to support the Scots language?

Scots language should be used in mainstream media and day-to-day life. Respondents suggested that official documents and publications should be in the Scots language. Regarding educational provision in Scots, integration of the language in school and university curriculums and Introduction of national exams and educational services/courses in the Scots language should be considered a priority. Scots language must be normalised in public, administrative, and professional contexts. Moreover, respondents also felt strongly about the promotion of Scots in media, social media, and news broadcasting through the normalisation of its use and the creation of information campaigns to clarify any misinformation that revolves around the use of the Scots language. Furthermore, a respondent advised that regional Scots Language centres can be established, which will act as bases for a network of Scots coordinators who work with schools and businesses in the area, helping deliver local change.

Greater visibility for Scots bodies with more resources at hand. One of the ways to increase the visibility of Scots bodies and their work is to fund networking, and information-sharing sessions wherein different bodies gather to share good practices and systematically draw on the expertise from within the Scots Language professional community. Respondents identified how the Scots bodies tend to work in silos and in areas that are not usually accessible to many people working outside the academic and cultural circles. To break the silos, more collaborative, community-driven approaches are instrumental.

Question 13: Are there any further points you would like to make about the commitment to support the Scots language?

More vital legislation and statutory provisions are required to support the Scots Language. Respondents stated that any actions taken regarding the Scottish Languages Bill must be long-term, flexible, and appropriate to support the Scots Language. To support these actions, the Bill should establish a statutory body, such as a Scots Language Board, responsible for developing a long-term strategic approach or vision for Scots language policy. A respondent noted that such a measure is likely to ‘bring existing Scots bodies under its umbrella to work towards a common strategy, thus encouraging cross-sectoral cooperation and active outreach to the public’ (Respondent # 170).

There is an insufficient commitment to the Scots Language in the Bill. The aspirations for the promotion of Scots should match the actions required. In building a coherent, sustainable, and realistic environment for the support, protection, and development of Scots across all domains, the Scottish Language Bills should facilitate practical steps to improve the outlook for both Scots and Gaelic. The approach to Scots must be more ambitious. According to respondents, it must begin with outlawing discrimination based on speaking Scots. Denigrating Scots as ‘slang’ is related to high rates of unemployment or underemployment in Scots-speaking areas. To tackle this, the government must exhibit a commitment like that for Gaelic. The approach must be coordinated with more resources.

Less common themes

Below are other responses mentioned across the three questions regarding the Scots Language.

Visibility of Scots bodies. The work of the Scots bodies can be strengthened by focusing on their public visibility. The visibility can also be enhanced by creating a Scots Board that shares parity with Bòrd na Gàidhlig in a legal sense.

Recognition of Scots bodies. Respondents expressed their satisfaction with the work undertaken by Scots bodies, which benefits people who can or wish to communicate in Scots. The role of Scots bodies is crucial in raising awareness and promoting the use of the Scots language, culture, and education.

Community Engagement. Respondents identified a greater need for the Scots bodies to engage with communities that speak the Scots language through consultations or funding projects for localised community projects for families, schools, and young people.

Partnerships and collaborations. Respondent organisations specified that they welcome the opportunity to work closely with Scots bodies to implement plans to promote the language. These partnerships would expand the reach and bring Scots to new audiences.

Defining Scots is essential for its promotion. Like Gaelic, Scots requires a standard form of orthography.^[1] There needs to be agreed-upon orthography and grammatical standards for official purposes.

Strategy for Scots. A strategic approach to Scots and its promotion must include a unifying vision and long-term mission. There should be more opportunities to collaborate and expand the reach for a more significant impact. Learning must be drawn from the experience of Bòrd na Gàidhlig and legislative developments in Wales and Ireland.

Lack of knowledge about Scots bodies. Some respondents were unaware of any Scots bodies, which affected their ability to comment on their work.

Negative views about Scots Language

Some respondents expressed strong views about the redundancy of any government efforts in the promotion of the Scots language. Below are the responses shared by respondents.

Work on the promotion of the Scots language should not be a priority. Many respondents discredited Scots bodies’ efforts by calling it a ‘politically driven initiative’ or ‘an unnecessary, misguided step’. A respondent also highlighted that since ‘there is an existing vibrant Scots community who maintain the language and culture without any need for government support. Any attempt to “codify” this and regulate it will strangle it with just a few vested interests getting the benefit’ (Respondent # 358). Respondents spoke against the politicisation of the Scots language.

Moreover, respondents favoured retracting funding and resources from government objectives of promoting the Scots language. Such a viewpoint was grounded in a perception that, unlike English and Gaelic, the Scots language does not hold a significant status as an official language in Scotland. It is understood as an English dialect more than a language itself.

2.5 Cross-cutting themes

Best practices in language promotion. A few respondents suggested that reviewing best practices in language promotion may assist in designing a strategic approach that may benefit the communities it targets. Respondents referred to Éire (Ireland) as having their Gaeltacht(s). It provides an excellent example of how the concept has been successfully developed and applied within their contexts. A respondent also suggested Wales as a good example. Wales has managed to preserve their language without any impacts on ‘trade and connections to the world’. The Welsh Government successfully developed a 10-year Welsh in Education Workforce Plan that encourages education providers to teach through the Medium of Welsh. Promoting Gaelic and Scots languages requires strong statutory provisions like Wales have done with Welsh. Another example shared is that of the Basque Autonomous Community (BAC). A respondent specifically mentioned that it was due to legal rights afforded to parents and their overall empowerment and engagement within the process that led to forms of Basque medium education becoming a norm for the large majority of students in the BAC.

Relative significance for Gaelic and Scots Languages. There were two responses regarding the theme of relative significance for Gaelic and Scots languages. Some respondents were of the view that both languages are equally significant. Any statutory provisions and legislations made for Gaelic must also be extended to the Scots language. Respondents recognised that Scots has been undermined and is treated even worse than Gaelic among the Scottish communities. This is about the social stigmas attached to the languages that denigrate it in comparison to English and deter them from being considered Scotland’s official languages. A few respondents believed that the Scots language should not be entirely overlooked in Gaelic heartlands. The other segment of respondents suggested that given the limited nature of resources, an agenda for splitting resources between the two could result in benefitting none. They believed that when compared, Gaelic should be given more importance as an official language of Scotland.

Further research and consultations. Another important theme that emerged in responses to more than one question was the need for further research and community consultations. Respondents suggested that the relevant authorities should commission more research to explore parental attitudes to GME to measure the short-term and medium-term potential for providing Gaelic Medium Education.

They also emphasised that the community is an essential stakeholder in this process. It is necessary to listen to their plans. From an institutional point of view, further exploration in the form of more consultation exercises should be undertaken to determine what resources would be most relevant and impactful for the provision and promotion of Gaelic and Scots languages. For Scots, respondents also suggested that information-sharing sessions could help draw on good practices and expertise from within the community in a systematic way.