Scottish Languages Bill: island communities impact assessment

Step Four – Assessment

Does your assessment identify any unique impacts on island communities? (Further detail in the Guidance):

• Demographic
• Economic
• Gaelic
• Social

Yes.

Does your assessment identify any potential barriers or wider impacts? Are there mitigations already in place for these impacts raised?

Potential barriers could be a lack of resources.

Gaelic medium education faces the same challenges as the wider Scottish educational sector as well as ones which are distinct to it. The latter includes teacher shortages and the successful implementation of the Bill’s provisions will require the continuance of existing efforts to encourage more people to pursue careers in Gaelic medium teaching. Successful examples of these efforts can be found in Bòrd na Gàidhlig’s Dèan Diofar campaign and the recent inclusion of Gaelic in the Scottish Government’s teacher bursary. This is work which the Scottish Government will continue in collaboration with Bòrd na Gàidhlig and other public bodies such as local authorities, the education agencies and teacher training institutions.

A challenge unique to GME is a shortage of bespoke Gaelic curriculum materials. The successful implementation of a national strategy for GME will require the better resourcing of Gaelic teachers. The Scottish Government supports bodies such as Bòrd na Gàidhlig and Stòrlann in developing Gaelic educational resources and this is work which will continue with the aim of fulfilling the Bill’s provisions.

The designation of Areas of Linguistic Significance will require extensive cooperation between the Scottish Government, local authorities and other public bodies active within any areas to be so designated. However, the framework provided by the current Gaelic Language Planning system enables these bodies to work together on behalf of the language and ensures that there is a strong foundation upon which this new provision can be built. Bòrd na Gàidhlig is currently involved in developing community language plans in places such as North Uist and Staffin, Skye. These will provide some sense of how Gaelic development can be implemented in a comphrensive, local manner.

Developing a strategy, statutory guidance, and educational provision for the Scots language will require extensive cooperation between different public bodies as well as groups such as the Scots Language Centre and Scots Hoose.

Does the evidence show different circumstances or different expectations or needs, or different experiences or outcomes ? Are these different effects likely?

The basic structures supporting Gaelic and Scots in island and mainland communities are the same. However, it is recognised that the circumstances of the languages differ between island and mainland communities – all the more so when this difference is also between rural and urban communities. As such, while the same provisions are expected to benefit Gaelic and Scots speakers in all parts of Scotland, the Bill is designed with the understanding that its provisions must be adaptable to local needs.

Are these effects significantly different?

Yes.

Could the effect amount to a disadvantage for an island community compared to the mainland or between island groups.

Yes.

You must now determine whether in your opinion your policy, strategy or service is likely to have an effect on an island community which is significantly different from its effect on other communities (including other island communities).

If your answer is no to the above question, a full ICIA will not be required and you can proceed to Step Six.

If the answer is yes, an ICIA must be prepared and you should proceed to Step Five.

Yes, the Scottish Languages Bill is likely to have an effect on an island community which is significantly different from its effect on other communities.