Trends in Teaching Standard Varieties to Creole and Vernacular Speakers

Bibliographic Data

ID24220803
AuthorsHazel Simmons-Mcdonald
Year2004
Volume24
Pages187-208
Publication date2004-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAnnual Review of Applied Linguistics (BOOK_SERIES)
Journal identifiersISSN: 0267-1905 • E-ISSN: 1471-6356
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0267190504000133
OpenAlexW2144163443
LanguageEN
Citations received7
References cited26

This chapter discusses some approaches used to teach a standard variety to creole and vernacular speakers. It focuses attention on issues related to the use of creoles and vernaculars in instruction to help creole speakers develop literacy in a second language. Research has shown that literacy development, academic skills, and learning strategies transfer from the first language to the second and that literacy in the first language is a crucial base for literacy development in the second language. Advocacy for vernacular literacy as a means of facilitating the learning of a standard language differs in situations where creole has the same lexical base as the second (standard) language as opposed to situations in which the creole has a different lexical base than the second language. The policy literature as well as that describing approaches to second language learning by creole and creole-influenced vernacular speakers is discussed primarily with relevance to the Caribbean region. The chapter then surveys the literature describing approaches used in similar contexts elsewhere. Outcomes resulting from the implementation of specific policies and approaches in the contexts presented, to the extent that such outcomes have been documented, are also explored.

Caribbean creole languages · language education policy · Language policy · lexical bases · second language literacy · vernacular literacy · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching

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