Abstract
This article analyzes some unintended consequences of the introduction of Scots, Scotland's nonstandardized vernacular, in a primary school. I show that the lack of established definition of the language or standardization entails three different processes: first, indexical links are established between Scots and a number of social properties (amusement, lack of seriousness); second, the pupils are othered in a process that constructs them as speakers of Scots; third, that process is completed by the reversal of this latter proposition: what the children speak is Scots (and not English) because of their geographic (and covertly social) origin, locking them in an identity as speakers of nonstandard/substandard language. This analysis allows me to discuss this case in terms of circulation of linguistic authority within the classroom in view of the indeterminacy of a legitimate or generally accepted version of Scots. I conclude by reflecting upon the nature of standard languages, whose status positions them not as just another linguistic variety on a par with others, but as forms of speech whose legitimacy lies not (only) within speakers' identity but within representative institutions, hence their claim to neutrality and inclusiveness, however subverted this may be in reality.
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