Language Education in the Caribbean: Selected Articles by Dennis Craig Education Issues in Creole and Creole-Influenced Vernacular Contexts, edited by Jeannette Allsopp & Zellynne JenningsIan Robertson & Hazel Simmons-McDonald

Bettina Migge
2016 NWIG  
1991 he became vice chancellor of the University of Guyana. Throughout his career he tirelessly advocated for the improvement of the educational and social conditions of Creole speakers in the Caribbean. His writings inspired many of his contemporaries and continue to resonate with researchers and educators in the Caribbean and more widely. It is therefore only fitting that two volumes have been published in his honor. Language Education in the Caribbean opens with a preface highlighting
more » ... highlighting Craig's proactive social engagement through a discussion of his popular Viewpoint columns written for the Guyana Broadcasting Company and an introduction outlining the main concerns of his academic publications. It then reprints four of his articles dealing with the sociolinguistic context of the English-official Caribbean and four focusing on effective teaching and learning policies and approaches for this context. With respect to the first issue, Craig echoes the creole continuum perspective and argues that the Englishofficial Caribbean is characterized by variation between Standard English and local creoles resulting from Creole speakers' "striving for social status through English" (p. 17) and inappropriate teaching methods. This has given rise to a third system, the "interaction area" (p. 17) or the mesolect(s); children from Creole dominant homes mistakenly equate it with English and thus face problems in school where Standard English norms are enforced. Craig argues that all three varieties share the same conceptual base but make use of different grammatical principles and lexical forms to express it. The Creole and Creole-influenced varieties (or mesolects) mostly share the same grammar and mainly differ on the lexical level. Thus shifting simply entails substituting English-like lexical forms for creole ones. However, since there are significant structural differences between the Creole and English forms, acquisi-
doi:10.1163/22134360-09003052 fatcat:begjbbhz7zdipiwwdxqbppece4