This article responds to Scott’s “Modern Languages in Scotland: Learner Uptake and Attainment
1996-2014” (Scott, 2015) and considers how a theoretical framework derived from the field of Language
Policy and Planning can deepen our understanding of trends in uptake and attainment for Modern
Languages in secondary. Using the examples of Gaelic (including Gàidhlig and Gaelic [Learners] Education)
and Urdu at secondary school, this article re-contextualises attainment data and places them into a broader
discussion of capacity structures and the potential impact that status (including policy and prestige) has on
student choices in secondary.