Language Use in the Classroom
LANGUAGE USE IN THE CARIBBEAN CLASSROOM
Teaching English language and literacy to students is one of the major tasks faced by many teachers in the Caribbean today. When we consider the language varieties that are spoken in our classrooms, we can see why we have so many issues when it comes to the teaching of Standard English.
It is often said that language is a powerful tool which influences beliefs and views and acts as a complete tool of social control. When we look at our schools in the Caribbean today, we can surely understand why research claims that language can be used to control the way in which people think. In many of our schools today, there is a fear of lack of control, which is sometimes associated with the Creole vernacular.
When we talk about “good English”, many of us associate this phrase with Standard English. We assume that Standard English is correct and Creole or any other language variety is broken and incorrect. This view is wholly incorrect, since we need to understand that there is simply not one Standard English. What we may consider to be Standard English in some parts of the Caribbean may not be considered Standard English in other parts of the Caribbean. The same goes for other English speaking countries.
Throughout the Caribbean, Creole language has been described as the language of the poor, uneducated and lower class, whereas Standard English is considered to be the language spoken by the educated, wealthy and powerful groups in society. Based on historical perspectives and social stratification, this theory has remained today. Creole speakers are perceived to be linguistically and cognitively deprived, whereas so called Standard English speakers are considered to be at an advantage or better off. In these cases, where most persons refer to Creole language as broken, sloppy, inappropriate and incorrect, their beliefs usually reflect their social, not linguistic judgments.
As teachers in a world where globalization and
Teaching English language and literacy to students is one of the major tasks faced by many teachers in the Caribbean today. When we consider the language varieties that are spoken in our classrooms, we can see why we have so many issues when it comes to the teaching of Standard English.
It is often said that language is a powerful tool which influences beliefs and views and acts as a complete tool of social control. When we look at our schools in the Caribbean today, we can surely understand why research claims that language can be used to control the way in which people think. In many of our schools today, there is a fear of lack of control, which is sometimes associated with the Creole vernacular.
When we talk about “good English”, many of us associate this phrase with Standard English. We assume that Standard English is correct and Creole or any other language variety is broken and incorrect. This view is wholly incorrect, since we need to understand that there is simply not one Standard English. What we may consider to be Standard English in some parts of the Caribbean may not be considered Standard English in other parts of the Caribbean. The same goes for other English speaking countries.
Throughout the Caribbean, Creole language has been described as the language of the poor, uneducated and lower class, whereas Standard English is considered to be the language spoken by the educated, wealthy and powerful groups in society. Based on historical perspectives and social stratification, this theory has remained today. Creole speakers are perceived to be linguistically and cognitively deprived, whereas so called Standard English speakers are considered to be at an advantage or better off. In these cases, where most persons refer to Creole language as broken, sloppy, inappropriate and incorrect, their beliefs usually reflect their social, not linguistic judgments.
As teachers in a world where globalization and
References: Craig, D, R. (2006). Teaching language and literacy to Caribbean students: From vernacular to Standard English. Kingston: Ian Randle Publishers. James, W. (2002). A different, not an incorrect way of speaking. Retrieved Tuesday, 15th May, 2012 from trinicenter.com Joseph, B Roberts, P. (2007). West Indians and their language. Cambridge: Cambridge University Press. London. Warrican, J. (2005). Hard Words: The challenge of reading and writing for Caribbean students and their teachers. Kingston: Ian Randle Publishers. Wheeler, R.S. and Rachel, S. (2006). Code –Switching: Teaching Students English in Urban Classrooms. National Council of Teachers of English. Protest