The face of Modern Foreign Language education (MFL) in Scotland is changing. A major shift was marked by the Scottish Government’s policy, ‘Language Learning in Scotland: A 1+2 Approach’ (2011a), setting out the aspiration that all students up to the end of third level education in Scottish schools will have the opportunity to learn not one but two languages, in addition to their mother tongue. Over the last twenty years there has been, concurrently, an undertaking by the Scottish government, in a series of policy documents, committing to provision that will ensure that students with additional support needs (ASN) receive equality of access to a broad and balanced education. This paper draws upon policy documents and published research in the area to review the extent to which the vision of language learning of all has been made available to students with ASN, and the documented benefits associated with MFL education for those with ASN. Drawing upon case studies of inclusive MFL pedagogies, it identifies successful strategies that can be deployed by teachers. It then considers some of the mechanisms by which the current gaps in provision have arisen and proposes possible remedial steps, drawing on both an analysis of policy and case studies of effective practice.

中文翻译：

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为苏格兰有额外支持需求的学习者提供现代外语教育

苏格兰现代外语教育 (MFL) 的面貌正在发生变化。苏格兰政府的政策“苏格兰的语言学习：一种 1+2 方法”（2011a）标志着一项重大转变，该政策提出了在苏格兰学校完成第三级教育的所有学生将有机会获得除了他们的母语之外，学习的不是一种而是两种语言。在过去的二十年里，苏格兰政府同时在一系列政策文件中做出承诺，承诺将确保有额外支持需求 (ASN) 的学生能够平等地获得广泛而均衡的教育. 本文借鉴了该领域的政策文件和已发表的研究，以审查 ASN 学生在多大程度上可以获得所有人的语言学习愿景，以及与 ASN 学生的 MFL 教育相关的有记录的好处。借鉴包容性 MFL 教学法的案例研究，它确定了教师可以部署的成功策略。然后，根据对政策和有效实践案例研究的分析，考虑了导致当前供应差距出现的一些机制，并提出了可能的补救措施。