Article Detail

This article reports on an aspect investigated as part of a MA dissertation that aimed to measure the effectiveness of the 1+2 language policy into Scottish Primary Education. This involved a survey to primary teachers in seven different local authorities, complemented by interviews with primary teachers and pupils in one local authority school, and a Development Officer for 1+2 from that same authority. The majority of respondents, both pupils and staff, support the policy but staff were concerned about its ambitious targets and long-term sustainability without continued funding.