Some time ago there were Pakistani immigrants in Stornoway who spoke their
native tongue and Gaelic, but not English. At least one of the next
generation won a medal at the mod for gaelic singing.
----- Original Message -----
From: "John Fraser Willliams" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Thursday, July 06, 2006 1:53 PM
Subject: Re: [BRITARCH] Teaching Basic British to Foreign Students
> Interesting thread, this.
> According to the Home Office, there are two criteria to be satisfied:
> 1) sufficient knowledge of life in the UK; and
> 2) sufficient knowledge of the English, Welsh or Scottish Gaelic language.
> One wonders how many applicants choose to demonstrate knowledge of Welsh
> Scottish Gaelic rather than English..
> In any event, the knowledge of life in the UK test is only available
> the medium of English.
> which says that, at present, the test is only available in English, but
> be offered in Welsh and Scottish Gaelic in the future. The test will not
> made available in any other languages.
> Do list members feel that the same knowledge of life test, particularly
> history elements, should be applied in all parts of the UK?
> John Fraser Williams
> -----Original Message-----
> From: British archaeology discussion list [mailto:[log in to unmask]]
> On Behalf Of Christopher Cumberpatch
> Sent: 06 July 2006 10:27
> To: [log in to unmask]
> Subject: Re: [BRITARCH] Teaching Basic British to Foreign Students
> I'd have thought that specifying the 'British Empire' would tend to
> concentrate minds on specifically overseas issues whereas 'Britain 1750 -
> 1900' is somewhat more inclusive. One cannot, after all, discuss the
> history of Britain at this time without including the empire but it would
> all too easy for discussion of the Empire specifically to overlook what
> going on in Britain at the same time in terms of industrial and scientific
> development, social change and so on. The briefest acquaintance with the
> archaeological (and historical) data pertaining to exports from Britain
> example) shows how tied into a global economy many industries were
> (engineering, iron and steel production, ceramics to name just three). A
> rounded view of the period should perhaps try to give the bigger picture
> rather than focussing too narrowly. But as I have virtually no
> with the world of education, this view is probably irrelevant.
> Chris Cumberpatch
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