By Beverley Bryan
Among Grammars: examine and perform for Language studying and instructing in a Creole-speaking surroundings builds on past works within the box of language studying and instructing and brings new rules approximately language educating in a Creole-speaking surroundings. utilizing Jamaica because the instance, the background of schooling is tested with a purpose to explaining a few of the present attitudes to education and the objections to accepting Jamaican Creole (Patois/Patwa) as an important a part of the recognition of the school room instructor. Readers are inspired to embody artistic methodologies by way of utilising no matter what assets could be on hand to a selected lecture room and sophistication. quite precious is the broadening of the that means of textual content past expository readings, and literature to numerous fabric no longer frequently approved in conservative study rooms. developed with an realizing of the original necessities for language educating within the Caribbean, while integrating thought and perform, Dr Bryan s ideas in among Grammars are the results of years of study in the fields of sociolinguistics, language schooling, Caribbean heritage and instructor schooling. Educators, even if in education or in perform; and schooling policymakers will locate among Grammars not just an enriching presentation of the character of language debates within the Caribbean but in addition an empowering instrument for more suitable language instructing perform.
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Extra info for Between Two Grammars: Research and Practice for Language Leanring and Teaching in a Creole-speaking Environment
It is concerned with four areas: • The Historical Context: An Overview of the Jamaican Education Context • The Teacher-Participant in the School Environment • The Student-Participant in the School Environment • Inside Jamaican Language and Literacy Classrooms To initiate this discussion, we begin with the broadest context of all within the school environment, namely the historical background to the education system, presenting a brief history of post-Emancipation education in Jamaica and the Caribbean, considering the location of a language learning/teaching component within it.
It’s all well and good to know that, to speak that but in other situations it would not be acceptable. You couldn’t write that…in terms of the exam. We are examoriented. You can’t run away from that. (T8) Another teacher recognised the importance of not using ‘language as a barrier’: allowing every voice to make itself heard; encouraging the shy to speak, and she linked this with her own personal experience: I have a friend who always uses the English and when we get together and start to talk, we do not use the English so much and when he starts to talk we clam up, because they feel that he’s above them…if I say something it’ll register and they’ll talk to me but if he says something it is as if nobody wants to attack what he says.
The foregoing suggests that the opportunities exist for the child to acquire more than one code and to learn, as Baker (2001, 89) puts it, to distinguish the different contexts for use. Communicative competence in one of a bilingual’s two languages may be stronger in some domains than in others. This, so far, applies to the language of the child in the primary school. What is the situation with respect to the secondary school student? Classroom Language The scenario below illustrates many things, but in this instance I want to use it to illustrate and highlight the language of some secondary students.