By Dennis R. Craig
In lots of components of the realm there are occasions the place the vast majority of the folk communicate a vernacular which differs considerably in grammar and idiom from the professional language with which it coexists yet however percentage nearly all of a standard vocabulary. this can be the case within the Caribbean the place youth audio system of English-based Creole languages have major hassle in buying commonplace English and literacy in English. besides the fact that, pedagogical ways to the plight of such kids haven't completed a in most cases approved theoretical place and feature lacked consistency through the years leading to a excessive point of academic failure within the young children. This booklet makes use of the English-speaking Caribbean as a case research in its presentation of a rational theoretical framework for lecture room strategies in language and literacy instructing. It presents advice for the type of specified syllabi that have to be applied on the basic, fast post-primary and the secondary degrees of education yet is going past that with finish of bankruptcy notes, questions or even feedback for useful examine and learn actions. educating Language and Literacy is excellent for use as a textbook for proceeding in addition to working towards academics of language and literacy, in addition to language educations scholars often at either undergraduate and graduate degrees. even supposing the booklet makes a speciality of the English-speaking Caribbean, it's going to have relevance in comparable vernacular occasions the place English is an 'official' language, so much significantly in elements of North the USA and Britain the place there are major migrant populations shape the Caribbean but additionally in African American groups of america the place 'Black English' is the standard norm of speech.
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Extra info for Teaching Language & Literacy to Caribbean Students: From Vernacular to Standard English
Sample text
Proposals parallel to the latter have since been made also in Smitherman (1998/1999). But it is to be noted that the suggested approach to language and literacy for vernacular speakers is the very one that had excited controversy in the 1970s, and had largely become ignored or abandoned in the 1980s and 1990s. Obviously, in the light of that circular history, what is now necessary is that that approach be clearly reassessed in the context of a comprehensive theory of language teaching, so that whatever is special, if anything, in the situation of vernacular speakers may be clearly recognized.
At the same time, in the latter situation, the school programme in the official language: English will be unable to compensate for the truncation of cognitive growth in the children’s first language. The most pervasive reason for this will be that limitations in the children’s structural control of the new language, even with the vocabulary overlap that is normal in vernacular/official-language situations, will be a significant inhibiting factor in the children’s processing of ideas. In this respect, it is true that the problem is likely to be more serious in earlier than in later schooling, but the reality is that for CIV children, it is precisely the problems that accumulate from early schooling: failure to acquire reading, lack of experience in a wide range of purposes of language use, and so on, that minimize later educational achievement.
In the Caribbean, the conflicting perceptions focused mainly on the degree of attention, if any, that should be given to the vernacular in education, and some issues relevant to this will be discussed below in the section on ‘Indications Specific to the Caribbean’. In the USA however, the issue was much more complicated and carried implications that are even relevant to the Caribbean as well. In the USA the conflicting perceptions mainly related to what, in the popular terminology of the late sixties or early seventies, was known as ‘Black English’ (BE), and they may be summarized as follows: B.