Teacher Attitudes Toward Language Varieties in a Creole Community

Teacher Attitudes Toward Language Varieties in a Creole Community DONALD WINFORD It is only recently that students of West Indian Creole languages began turning their attention to the applications that their work might have to the educational problems of Creole communities in the Caribbean. Most of this attention has been focussed on the former British colonies of the area, where varieties of English, ranging from Creole of various forms to standard dialects, make up the communication matrix. It is now commonly accepted that such communities "face social and educational problems directly attributable to the fact that forms of English Creole speech are the everyday language of the majority of their populations" (Craig 1971: 371). As in the very similar case of Black American English, the full extent of the task before the linguist who tackles such problems in West Indian communities has only just begun to emerge. Baratz (1970) has offered a fairly comprehensive idea of the training and information that must be provided for the teacher of standard English in particular. These include, for instance, (a) Training in linguistics, with emphasis on such specific areas as interference theory, the influence of social factors on language and language learning, foreign language teaching techniques, etc. (b) Detailed descriptions http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of the Sociology of Language de Gruyter

Teacher Attitudes Toward Language Varieties in a Creole Community

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Publisher
de Gruyter
Copyright
Copyright © 2009 Walter de Gruyter
ISSN
0165-2516
eISSN
1613-3668
DOI
10.1515/ijsl.1976.8.45
Publisher site
See Article on Publisher Site

Abstract

DONALD WINFORD It is only recently that students of West Indian Creole languages began turning their attention to the applications that their work might have to the educational problems of Creole communities in the Caribbean. Most of this attention has been focussed on the former British colonies of the area, where varieties of English, ranging from Creole of various forms to standard dialects, make up the communication matrix. It is now commonly accepted that such communities "face social and educational problems directly attributable to the fact that forms of English Creole speech are the everyday language of the majority of their populations" (Craig 1971: 371). As in the very similar case of Black American English, the full extent of the task before the linguist who tackles such problems in West Indian communities has only just begun to emerge. Baratz (1970) has offered a fairly comprehensive idea of the training and information that must be provided for the teacher of standard English in particular. These include, for instance, (a) Training in linguistics, with emphasis on such specific areas as interference theory, the influence of social factors on language and language learning, foreign language teaching techniques, etc. (b) Detailed descriptions

Journal

International Journal of the Sociology of Languagede Gruyter

Published: Jan 1, 1976

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