CH. 1. Gaelic Scotland: Bilingual life in the 21st century? A Introduction A 1.1. Gaelic language and culture in Scotland A 1.2. Theoretical foundations: Language revitalisation and the role of education A 1.3.
Concluding remarks and book structure CH. 2. Language, culture and identities: Theoretical perspectives A 2.1. Theorising the relation of language, culture and identities B 2.1.1. Language and ethnic identity: (Socio)linguistic, anthropological and sociological perspectives B 2.
1.2. The symbolic value of language B 2.1.3. Essentialist perspectives on language & identity A 2.2. Language Ideologies A 2.
3. Language Socialisation A 2.4. Education and the role of immersion schooling B 2.4.1. Language acquisition and immersion education B 2.4.
2. Immersion education and language attrition B 2.4.3. Principles from overseas: Immersion revitalisation education in Europe, North America and Australasia C 2.4.3.1.
European perspectives: The Celtic world and Iberia C 2.4.3.2. Indigenous language education in North America and Australasia A 2.5. Concluding remarks on language, culture and immersion education CH. 3.
Exploring outcomes of Gaelic-medium education: Research design and analysis A 3.1. GME: Past, present and prospects for revitalisation B 3.1.1. The development of GME in Scotland 1872-1985 B 3.1.2.
Expectations and experiences of GME: 1980-1990 B 3.1.3. Limitations of GME in Gaelic language revitalisation B 3.1.4. Concluding remarks on GME as education system and research site A 3.2.
GME in its first decade: Sample design and analysis B 3.2.1. Defining the informant universe B 3.2.2. Questionnaire design and analysis B 3.2.
3. Ethnographic interviews in the ''field'' A 3.3. Analytic methods B 3.3.1. Research design: Mixed methods and data triangulation B 3.3.
2. Analysing language and culture in interaction: The ethnography of speaking B 3.3.3. Transcription: Approach and application B 3.3.4. Coding and analysis procedure A 3.
4. Concluding remarks CH 4. Linguistic practice, Gaelic use and language socialisation: Findings from qualitative and quantitative analyses A 4.1. Gaelic language practices: Discourses of (dis)use B 4.1.1. ''High'' reported use of Gaelic and the role of Gaelic employment B 4.
1.2. Intermediate to limited use: Family and peers? B 4.1.3. Low use of Gaelic B 4.1.4.
Language practice I: Gaelic as a ''secret code'' B 4.1.5. Language practice II: Code-switching and ''informal'' Gaelic A 4.2. Gaelic language socialisation B 4.2.1.
Gaelic language socialisation at home B 4.2.2. Socialisation at home by one Gaelic-speaking parent B 4.2.3. No Gaelic at home A 4.3.
GME and Gaelic socialisation B 4.3.1. Role of GME in Gaelic language socialisation B 4.3.2. GME: Socialisation in Gaelic culture? B 4.3.
3. Negative affect in school language socialisation B 4.3.4. Gaelic language socialisation experiences: Some conclusions A 4.4. Language use, GME and Gaelic socialisation: Statistical analysis B 4.4.
1. Social background variables B 4.4.2. Reported abilities in Gaelic B 4.4.3. Overall Gaelic language use B 4.
4.4. Family Gaelic use, socialisation and intergenerational transmission B 4.4.5. Social use of Gaelic: Conversation, technology and (social) media A 4.5. Concluding remarks and data triangulation CH 5.
Underlying language use: Gaelic language ideologies and attitudes A 5.1. Ideologies of Gaelic I: Language use B 5.1.1. Discourses of regret/''guilt'' B 5.1.2.
Intergenerational transmission and Gaelic use B 5.1.3. ''Judgement'' and ''snobbery'' in the Gaelic community B 5.1.4. Disuse, loss and ''having'' Gaelic B 5.1.
5. ''Opportunity'' and choice in Gaelic use A 5.2. Ideologies of Gaelic II: Language and identities B 5.2.1. Gaelic and personal identity B 5.2.
2. Gaels? - Gàidheil ? Gaelic identity, culture and heritage B 5.2.3. National or regional language: ''Highlands and Islands'' identity? B 5.2.4. Albais/Scots language: A rival linguistic identity? B 5.
2.5. Gaelic and Scottish identity: Language, nation and culture A 5.3. Gaelic Language Attitudes B 5.3.1. Identities and attitudes B 5.
3.2. Attitudes to Gaelic language and community B 5.3.3. Attitudes to GME A 5.4. Concluding remarks and triangulation of language ideologies and attitudes CH 6.
Bilingual life after school? Linguistic practice and ideologies in action A 6.1. Language use among Gaelic-medium educated adults: Past, present and future prospects B 6.1.1. Present Gaelic language use B 6.1.2.
Language abilities B 6.1.3. Language socialisation A 6.2. Language ideologies and attitudes: Factors underlying linguistic practice B 6.2.1.
Ideologies of Gaelic language use B 6.2.2. Gaelic and sociocultural identities B 6.2.3. Attitudes to GME A 6.3.
Conclusions: On bilingual life and the relationship of linguistic practice and ideology Bibliography Tables and figures.