Promoting culture through an L3 experience: pushing at the boundaries?

The cultural element of language learning is seen as central to the goals of L3 provision within the current 1+2 languages policy (Scottish Government, 2012), yet remains an under-researched theme within this context and more widely, particularly in relation to studies which value 'pupil voice'.

As part of David's wider review of the teaching of Chinese culture through L3 language inputs in Scottish schools, the experiences of pupils across P5-7 were examined to explore how these shaped their understanding, views and attitudes not only of China, but also in contrast with Scotland. In doing so, the broad principles of Personal Construct Theory (George Kelly, 1955) were used to create a space for discussion and reflection, which aimed to place pupils at the centre of the research. Using a thematic analysis (Braun and Clark, 2006, 2012, 2013) and viewing the results through the lens of 'large and small culture formation' (Holliday, 1999, 2018) gave rise to interesting results on pupils' notions of culture with implications for future practices in schools both within and outwith the Chinese and L3 contexts used in the study.