By Beverley Bryan
Among Grammars: study and perform for Language studying and instructing in a Creole-speaking setting builds on prior works within the box of language studying and instructing and brings new principles approximately language educating in a Creole-speaking setting. utilizing Jamaica because the instance, the heritage of schooling is tested so as to explaining a number of the present attitudes to education and the objections to accepting Jamaican Creole (Patois/Patwa) as an important a part of the cognizance of the study room instructor. Readers are inspired to embody artistic methodologies by means of applying no matter what assets could be to be had to a particular lecture room and sophistication. rather important is the broadening of the which means of textual content past expository readings, and literature to quite a few fabric no longer frequently authorised in conservative school rooms. built with an figuring out of the original necessities for language instructing within the Caribbean, when integrating idea and perform, Dr Bryan s concepts in among Grammars are the results of years of study in the fields of sociolinguistics, language schooling, Caribbean heritage and instructor schooling. Educators, no matter 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 software for enhanced language instructing perform.
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Additional info for Between Two Grammars: Research and Practice for Language Leanring and Teaching in a Creole-speaking Environment
Bilingualism usually refers to ‘the phenomenon of competence and communication in two languages’ (Lam 2001, 93). This is a simple enough definition, but it does beg a number of questions and Baker (2001), recognising the possibility of confusion, suggests: Entry into the many areas of bilingualism and bilingual education is helped by understanding often-used terms and distinctions. (Baker 2001, 3) He provides six dimensions of bilingualism that include: • Age (simultaneous/sequential/late) • Ability (incipient/receptive/productive) • Balance of two languages • Development (ascendant/recessive) • Contexts of acquisition (example home, school) • Nature of choice determining acquisition (elective/circumstantial) In determining bilingual ability Baker adds to the basic language abilities of speaking, listening, reading and writing, a fifth area of competence, namely ‘inner thinking’ – what has largely been recognised as inner speech.
Reinforce a command • Explain a point that is not understood in one code by repeating what is said in another • Ensure bonding and empathy • Increase authenticity when reporting past events • Insert self into a conversation • Ease tension and introduce humour into a conversation • Signal a change in a relationship • Debar outsiders from a conversation The teachers from Bryan’s (1998b) research illustrate the importance of code switching with a quite uncritical recognition of differences and contrasts and the need to move between the two languages.
The sense of the duality is so strong, that English is referred to as something that can be ‘shed like a skin’ or ‘a special coat’. This seems to be the defining metaphor in explaining the relationship between the teachers and English. It further distances the teachers from English, so that that Characterising the School Environment language is nothing more than a useful commodity: English is separate and apart from them, a removable thing, like a coat or dead skin. They are rejecting the concept of English being the language in which they define themselves and their identity.
Between Two Grammars: Research and Practice for Language Leanring and Teaching in a Creole-speaking Environment by Beverley Bryan