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Journal articles on the topic 'English language in Jamaica'
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1
Coakley, John. "‘The Piracies of Some Little Privateers’: Language, Law and Maritime Violence in the Seventeenth-Century Caribbean." Britain and the World 13, no. 1 (March 2020): 6–26. http://dx.doi.org/10.3366/brw.2020.0335.
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Prior to the eighteenth century, the words ‘pirate’ and ‘privateer’ had no comprehensive English legal meanings. Scholars today who attempt to determine who in history was a ‘pirate’ run afoul of this language problem; this article aims to clarify it by tracing the etymology of ‘privateer’ in late seventeenth-century English Jamaica, where the word saw a great deal of use. Seeing Jamaica as a laboratory for language use and legal development, rather than simply a site of problematic lawlessness within the empire, it reconsiders the consolidation of English state power at the turn of the century. This article argues that ‘pirate’, an ancient but ill-defined word in early modern England, generally referred to a sea robber who acted unlawfully, but that much lawful sea raiding also occurred under various names. In about 1660, the word ‘privateer’ was born, first taking root in the new English colony of Jamaica, where it referred to the island's growing community of private seafarers. After an Anglo-Spanish treaty in 1670, Jamaicans gradually conflated ‘privateer’ and ‘pirate’, a process that culminated in a law that promised death to both. The law spread from the periphery to the metropolitan centre, but English imperial officials, prompted by the events of the Glorious Revolution, repurposed the Jamaican words, clarifying and distinguishing them to exert greater control over state violence.
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Mair, Christian. "Creolisms in an emerging standard." English World-Wide 23, no. 1 (June 13, 2002): 31–58. http://dx.doi.org/10.1075/eww.23.1.03mai.
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After showing that standardisation processes in spoken and written usage in Jamaica must be seen as distinct from each other, the paper focuses on the role of the creole substrate in the formation of the emergent written standard in Jamaica. The approach is corpus-based, using material from the Caribbean component of the International Corpus of English and, occasionally, from other digitised text data-bases. Jamaican Creole lexicon and grammar are shown to exert an influence on written English usage, but, generally speaking, direct borrowing of words and rules is much rarer than various forms of indirect and mediated influence, and the over-all impact of the creole is as yet limited. While probably no longer a typical English-speaking society (cf. Shields-Brodber 1997), Jamaica will continue to be an English-using one.
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Brown-Blake, Celia. "The right to linguistic non-discrimination and Creole language situations." Journal of Pidgin and Creole Languages 23, no. 1 (April 18, 2008): 32–73. http://dx.doi.org/10.1075/jpcl.23.1.03bro.
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There has been a proposal to include language as a basis upon which discrimination should be proscribed in the Constitution of Jamaica. The proposal was considered in 2001 by a parliamentary committee which articulated certain concerns largely about the legal ramifications of a right not to be discriminated against on the ground of language. Central to the committee’s concerns are the nature and extent of the legal obligations that may arise for the state in a situation in which English is the de facto official language but in which Jamaican Creole, a largely oral, low status vernacular, not highly mutually intelligible with English, is the dominant language for a majority of Jamaicans. This article explores the concerns of the parliamentary committee. It draws upon legal decisions and principles from other jurisdictions in the area of discrimination involving language and attempts an assessment of the applicability of such principles to the Jamaican language situation and Creole language situations in general.
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Shields-Brodber, Kathryn. "Standard English in Jamaica." English World-Wide 10, no. 1 (January 1, 1989): 41–53. http://dx.doi.org/10.1075/eww.10.1.03shi.
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Harry, Otelemate G. "Jamaican Creole." Journal of the International Phonetic Association 36, no. 1 (May 18, 2006): 125–31. http://dx.doi.org/10.1017/s002510030600243x.
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Jamaican Creole is one of the major Atlantic English-lexifier creoles spoken in the Caribbean. In Jamaica, this creole is popularly labelled as ‘Patwa’ (Devonish & Harry 2004: 441). There is a widely-held view in Jamaica that a post-creole continuum exists. The continuum is between Jamaican English and Jamaican Creole (Meade 2001: 19). Many scholars holding this view find it necessary to distinguish among acrolectal, mesolectal and basilectal varieties (Irvine 1994, Beckford-Wassink 1999, Patrick 1999, Meade 2001, among others). Major phonological differences are found between the two extremes. However, a discussion of the phonological differences in the continuum and problems with the theoretical notion of a ‘post-creole continuum’ is beyond the scope of this paper. The aim of this paper is to provide an adequate description of some salient aspects of the synchronic phonetics and phonology of Jamaican Creole based on the speech forms of two native Jamaican Creole speakers, Stacy-Ann Watt, a post-graduate female student at the University of West Indies, Mona, and Racquel Sims, 22 year old female from the parish of St Catherine. Both come from the Eastern parishes of the island.
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Hinrichs, Lars, and Jessica White-Sustaíta. "Global Englishes and the sociolinguistics of spelling." English World-Wide 32, no. 1 (February 17, 2011): 46–73. http://dx.doi.org/10.1075/eww.32.1.03hin.
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This paper contributes to a small, but quickly growing body of literature that looks at orthographic variation as a semiotic resource with which social stances and relations are expressed and created. First, we analyze a corpus of blog and email writing from Jamaica and its diaspora — two settings in which both Jamaican Creole (JC) and a local standard of English are in use. Here, spelling is studied quantitatively as an expression of community-level attitudes toward JC in different settings. In a second step we draw on findings from a survey on attitudes toward language varieties and spelling variation among writers of Creole and English, contextualizing the quantitative analysis. Our findings indicate that diasporic writers make use of nonstandard spellings in a way that marks those lexical items as non-English (thus: as Creole) that are part of the historically shared lexicon of JC and English but whose meanings and functions have come to differ in the two varieties. By contrast, writers living in Jamaica prefer using spelling choices to mark codeswitches between English and Creole, and thus to construct symbolic distance between the codes. A comparison between genders shows women to make a more systematic use of nonstandard spellings according to linguistic constraints than men do.
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Erskine, Noel Leo. "Di Jamiekan Nyuu Testiment." International Journal of Public Theology 7, no. 4 (2013): 389–97. http://dx.doi.org/10.1163/15697320-12341307.
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AbstractThis article argues that Di Jamiekan Nyuu Testiment represents a breakthrough of grace as it re-enacts, for Jamaica as a nation, the divine miracle and humility of the incarnation: God speaking to Jamaicans in their own language, Patwa, just as Jesus Christ chose to be with a peasant family, Joseph and Mary. Jamaicans have always prayed and worshipped in Patwa, intuitively believing that God understands Patwa; yet, the translation of the New Testament into Patwa suggests that, as well as listening to and understanding God’s children when they speak to God in Patwa, God also speaks Patwa, not as a foreigner but as one who embraces and understands the nuances of Jamaican language and culture. The article looks at the formation of Jamaican Patwa in the nexus between Africa and Europe and questions in what ways Di Jamiekan Nyuu Testiment may serve as a source of liberation. Questions raised in the article include whether the translation of the New Testament in Patwa will reverse notions, among Jamaicans, of an inherent superiority of the English language; whether it is possible that Jamaicans will now begin to understand that no language or culture is excluded from being the bearer of Scripture or divine truth, and that no language or culture has an exclusive access to divine truth. The article also considers what this translation into the language of the masses of Jamaicans teaches concerning the nature of God and the missio Dei.
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Martynenko, Irina. "Hispanic Place Names of Jamaica: Diachronic Aspect." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 6 (March 2021): 123–33. http://dx.doi.org/10.15688/jvolsu2.2020.6.9.
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Spanish components in the toponymy of the state of Jamaica are semiotic markers of the Spanish culture in this region that are presented in peculiar cartographic forms of the Spanish language. The variety of forms of geographical names under study indicates the clash of civilizations, points to heterogeneity of language contacts and multitude of lexical resources of the local toponymic system. The article presents the results of an integrated linguistic analysis with the aim to describe Jamaican Spanish toponymic units and examine their current functioning with consideration of language contacts with English and other languages. Over 300 place names of the region were identified and analyzed at the micro- and macrotoponymic levels. Using the method of thorough sampling, the units with a Spanish component, amounting to a fourth of all the studied toponyms, were identified, their structure and etymology were described. Hypotheses about the origin of some Hispanic geographical names of the region are put forward and verified. Numerous examples of Hispanic place names reflect the historical processes that influenced the birth of toponymic nominations in this multinational region from the times of Columbus to the present day. The structural and chronological criteria were taken into consideration while developing a classification of Hispanic place names of Jamaica.
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Burton, Jenny M., Karla N. Washington, and Maureen Samms-Vaughan. "Parent Report of Communication Skills of Jamaican Children With Autism Spectrum Disorder: A Pilot Study." Communication Disorders Quarterly 41, no. 1 (March 19, 2018): 54–66. http://dx.doi.org/10.1177/1525740118760816.
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Most research related to communication skills in children with autism spectrum disorder (ASD) has been obtained from monolingual English-speaking children from high-income countries. Based on questionnaires completed by parents, this pilot study aimed to describe the communication characteristics of six children with ASD living in Jamaica. Parents had concerns about their child’s speech intelligibility, expressive language, and social communication. All children were reported to speak using Standard Jamaican English (SJE). Exposure to SJE and Jamaican Creole (JC) was reported by half of the parents. Emergent literacy was considered a relative strength. All parents reported that their child could recite the alphabet and identify some letters and that family members also helped their child print and read letters or words. Other aspects of the home literacy environment and early literacy skills were varied. Information from this group provides some insights into communication skills in children with ASD from Caribbean backgrounds.
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Xu, Xiaohui. "Corpus-based Study on African English Varieties." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 615. http://dx.doi.org/10.17507/jltr.0803.22.
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Corpus-based research is more and more used in linguistics. English varieties are used a lot in daily communications throughout the world. African English varieties are discussed in this paper, including West African English, East African English and South African English. Kenya and Tanzania corpus is the main target corpus while Jamaica corpus is used as a comparative one. The tool used is AntConc 3.2.4.
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Deuber, Dagmar. "‘The English we speaking’." Journal of Pidgin and Creole Languages 24, no. 1 (March 10, 2009): 1–52. http://dx.doi.org/10.1075/jpcl.24.1.02deu.
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This paper describes morphological and syntactic variation in a sample of forty conversations among highly educated Jamaicans taken from the Jamaican component of the International Corpus of English. The guiding question is whether the creole continuum model can account for the way speakers like these, who have a full command of acrolectal Jamaican English and tend to be proficient in Jamaican Creole as well, make use of the range of varieties available to them. Variation in the data is approached from two angles: first, selected variables are analysed quantitatively, and the results are compared to findings for more formal types of texts in the same corpus; second, inter- and intra-textual variation in the sample is described qualitatively. In broad quantitative terms, the data fall in between the ‘high acrolect’ and the upper mesolect but there are fine distinctions in the degree to which Creole features are used in different conversations or segments thereof. Building on Allsopp’s distinction between ‘informal’ and ‘anti-formal’ usage, the paper proposes that morphological and syntactic variation in educated Jamaican speech can be described in the framework of a stylistic continuum, whose relation to the sociolinguistic continuum seems to be a close but complex one.
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Devonish, Hubert. "Kom Groun Jamiekan Daans Haal Liricks: Memba SE A Plie Wi A Plie." English World-Wide 17, no. 2 (January 1, 1996): 213–37. http://dx.doi.org/10.1075/eww.17.2.05dev.
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This article analyses a Jamaican cultural event, "Dance Hall", as a speech event. It then focusses on a particular controversy surrounding the lyrics of a piece of dance hall music performed by Buju Banton. It argues that much of the discussion about the lyrics in Britain and the USA dealt with these lyrics outside the sociolinguistic context of the Jamaican dance hall within which Buju Banton's recorded performance would be understood by many Jamaicans to belong. The article further argues that the international misunderstanding is compounded by the fact that Jamaicans as a group refuse to recognise Jamaican, the language of the lyrics, as a language separate and apart from English. The conclusion is that if this were to happen, it would be easier to present Jamaican cultural output to the international community in a manner which forces that community to understand and respect the linguistic and sociocultural autonomy of such output. Since Jamaican (i.e. Jamaican Creole) is the language of dance hall performances, the article was written in Jamaican and an English translation provided. There is a brief discussion of the process by which a sociolinguistic academic article was conceived of and written in Jamaican, traditionally a language of oral informal discourse.
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Nero, Shondel. "Language, identity, and insider/outsider positionality in Caribbean Creole English research." Applied Linguistics Review 6, no. 3 (September 1, 2015): 341–68. http://dx.doi.org/10.1515/applirev-2015-0016.
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AbstractThis article is a critically reflexive interrogation of the researcher’s identity with respect to qualitative language research in her own community, illustrated by discourse analysis of three vignettes from a critical ethnographic study of language education policy in Jamaica. Drawing on her biography as well as poststructuralist theories and research on identity and positioning, the author discusses the ways in which the choice, process, and (re)presentation of her research on Caribbean Creole English speakers in schools are filtered through the tensions among her ascribed, felt, and evolving insider/outsider identities and positionings. These tensions are heightened due to the highly charged and paradoxical nature of creole language politics, particularly with regard to education. Implications of such tensions for qualitative research in applied linguistics are also addressed.
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Thomas, Erik R., and Phillip M. Carter. "Prosodic rhythm and African American English." English World-Wide 27, no. 3 (October 12, 2006): 331–55. http://dx.doi.org/10.1075/eww.27.3.06tho.
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Prosodic rhythm was measured for a sample of 20 African American and 20 European American speakers from North Carolina using the metric devised by Low, Grabe and Nolan (2000), which involves comparisons of the durations of vowels in adjacent syllables. In order to gain historical perspective, the same technique was applied to the ex-slave recordings described in Bailey, Maynor and Cukor-Avila (1991) and to recordings of five Southern European Americans born before the Civil War. In addition, Jamaicans, Hispanics of Mexican origin who spoke English as their L2, and Hispanics speaking Spanish served as control groups. Results showed that the North Carolina African Americans and European Americans were both quite stress-timed overall, with no significant difference between them. Spanish emerged as solidly syllable-timed, while Jamaican English and Hispanic English were intermediate. The ex-slaves were significantly less stress-timed than either younger African Americans or European Americans born before the Civil War. This finding suggests that African American English was once similar to Jamaican English in prosodic rhythm.
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LaCharité, Darlene, and Jean Wellington. "Passive in Jamaican Creole." Journal of Pidgin and Creole Languages 14, no. 2 (December 31, 1999): 259–83. http://dx.doi.org/10.1075/jpcl.14.2.02lac.
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Because Jamaican Creole lacks the familiar morphological indicators of the passive that characterize English, its lexifier language, it has sometimes been assumed that Jamaican either lacks a passive, or that its passive is fundamentally different from that of English. However, a Government and Binding analysis explicitly shows that Jamaican Creole has a passive and that it is formed, syntactically, in the same way as morphologically signaled passives, including that of English. The conclusion is that there is, indeed, a passive morpheme in Jamaican Creole which, though devoid of phonetic content, behaves the same as the overt passive morphemes of other languages.
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Fraser, Bruce. "Combinations of Contrastive Discourse Markers in English." International Review of Pragmatics 5, no. 2 (2013): 318–40. http://dx.doi.org/10.1163/18773109-13050209.
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Discourse Markers are usually discussed as terms which signal the relationship between two contiguous sentences, S1—DM—S2 (“We started late. Yet, somehow, we arrived on time.”) In the present paper, I examine the class of English Contrastive Discourse Markers (CDMs) to determine what pairs of them occur acceptably in a sentence (“The health care system needs more primary care physicians. However, on the other hand, they are the doctors who are paid at the bottom of the scale.”), those which are unacceptable (“We could go to Jamaica for our vacation this year. On the other hand, nevertheless, we could stay home.”), and others for which the jury is out. Several tentative generalizations, including the role of spoken vs. written language are made but the complete solution is far down the road.
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Hänsel, Eva Canan, and Dagmar Deuber. "The interplay of the national, regional, and global in standards of English." English World-Wide 40, no. 3 (September 24, 2019): 241–68. http://dx.doi.org/10.1075/eww.00031.han.
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Abstract An accent recognition survey was designed and distributed among respondents from the anglophone Caribbean with the aim of finding out whether they can recognize different standard accents of English as spoken by newscasters from five Caribbean countries, namely Jamaica, St Kitts and Nevis, Dominica, St Vincent and the Grenadines, and Trinidad and Tobago. The results revealed that there is a general difficulty in placing Caribbean newscaster accents in the correct country. The only exception was a Trinidadian accent that was recognized in 60 per cent of all cases. The results suggest that in the context of newscaster accents, recognizable national standard varieties are the exception. This paper also introduces the idea that to some extent, standard accents of English in the Caribbean might be recognizable on a subregional level.
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Hackert, Stephanie. "Review of Deuber (2014): English in the Caribbean: Variation, Style and Standards in Jamaica and Trinidad." English World-Wide 37, no. 2 (June 24, 2016): 225–30. http://dx.doi.org/10.1075/eww.37.2.05hac.
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Irvine, G. Alison. "Dialect Variation in Jamaican English." English World-Wide 15, no. 1 (January 1, 1994): 55–78. http://dx.doi.org/10.1075/eww.15.1.04irv.
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Romasanta, Raquel P. "Contact-induced variation in clausal verb complementation: the case of REGRET in World Englishes." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 121. http://dx.doi.org/10.14198/raei.2017.30.05.
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It has been argued that in language contact situations both transfer processes from the substrate languages (Thomason, 2008) and cognitive effects derived from the language contact situation itself (Schneider, 2012, 2013) can constitute important catalysts for language variation and change. Regarding the verbal complementation system, Steger and Schneider (2012: 172), for example, notice a preference for finite patterns over non-finite structures in World Englishes (WEs), that is, a preference for more explicit forms (hyperclarity and isomorphism). On the contrary, Schneider’s study (2012) does not confirm such a preference for more explicit forms in WEs in the competition between finite and non-finite patterns. This article intends to shed some light on the differences between the distribution of finite and nonfinite complementation patterns in WEs by exploring the complementation profile of the verb REGRET in two metropolitan varieties, British and American English, and comparing them to three geographically distant varieties with different substrate languages, historical contexts, and degrees of language contact: on the one hand, two ESL varieties, Hong Kong English and Nigerian English, and on the other, one ESD variety, Jamaican English, where contact is more pronounced. The main aim of this paper is, therefore, to investigate whether potential differences in the verbal complementation systems between varieties of English are product of cognitive processes derived from the language contact situation, a matter of transfer-induced change, or a combination of both.
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McWhorter, John. "It Happened at Cormantin." Journal of Pidgin and Creole Languages 12, no. 1 (January 1, 1997): 59–102. http://dx.doi.org/10.1075/jpcl.12.1.03mcw.
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Comparative and sociohistorical facts suggest that Sranan arose among castle slaves on the Gold Coast in the 1630s. Jamaican Maroon Spirit Language is an offshoot of early Sranan, which allows the deduction that créole English had developed in Suriname by 1671. However, during the English hegemony there, 1651-1667, Suriname harbored only small plantations, where Whites worked closely with equal numbers of Blacks. Such conditions were unlikely to produce Sranan, and conditions in other English colonies were similar, disallowing them as possible sources of importation. Disproportionate lexical and structural influence from Lower Guinea Coast languages, and other evidence, suggests that the language actually took shape on the West African coast.
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Patrick, Peter L. "Creoles at the intersection of variable processes: -t,d deletion and past-marking in the Jamaican mesolect." Language Variation and Change 3, no. 2 (July 1991): 171–89. http://dx.doi.org/10.1017/s095439450000051x.
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ABSTRACT-t,d deletion is a well-known variable phonological process subject to the influence of both external social factors and internal structural constraints, including phonetic environmental and morphosyntactic effects. Its profile of variation has been widely investigated in American English dialects. However, it interacts with another grammatical process – the regular affixation of final /-t, -d/ as a past-tense marker – that strongly distinguishes these dialects from English-related creoles, where past-marking by this mechanism is infrequent or non-occurrent. Investigation of -t,d deletion in mesolectal Jamaican Creole (JC) thus raises important questions about the intersection of variable processes, the generality of phonetic environmental constraints, and the degree of difference between English-related creoles and metropolitan standard and non-standard Englishes.
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Eberle, Nicole, and Daniel Schreier. "African Bermudian English and the Caribbean connection." English World-Wide 34, no. 3 (October 11, 2013): 279–304. http://dx.doi.org/10.1075/eww.34.3.02ebe.
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Bermudian English (BerE) is one of the least documented varieties of English that has undergone full nativisation. The only source we are aware of is Ayres (1933), who provides an overview of some selected phonological features. The present paper has two aims: first, to provide a preliminary morphosyntactic profile of African Bermudian English (ABerE) and to anchor this variety in the quickly emerging canon of lesser-known varieties of English around the world (Schreier et al. 2010), and second, to gain some first typological insights whether or not it aligns with English in the Caribbean (and if so, with which varieties), as has been claimed by some sources (e.g. Trudgill 2002). With this aim, we report some first findings from a fieldwork study on the island and in a later step compare these with selected Caribbean varieties — Bahamian English (BahE), Bajan, Jamaican English, and Vincentian Creole, as reported in the Electronic World Atlas of Varieties of English (Kortmann and Lunkenheimer 2011). We argue that morphosyntactic similarities and differences between the varieties are explained by the Bermudian community’s sociohistorical and sociolinguistic contexts, including settlement patterns, population demographics, and peopling, and that the emergence and origins of a stable localised variety of (A)BerE need to be approached with reference to the historical connections between Bermuda and the communities that provided donor varieties. We further argue in favor of a two-way transfer pattern: Caribbean Englishes are likely to have influenced the evolution of English on Bermuda, while BerE itself was an influential input variety in other locations (particularly the Bahamas and the Turks and Caicos Islands).
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Wilson, Guyanne, and Michael Westphal. "Attitudinal research into Caribbean Englishes." English World-Wide 42, no. 2 (April 21, 2021): 175–99. http://dx.doi.org/10.1075/eww.00064.wil.
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Abstract Language attitude research is crucial for a deeper understanding of New Englishes. However, the most common attitude research methods often cause problems when applied to New Englishes contexts. We discuss the benefits and challenges of different methods used in two attitude studies on the perception of linguistic variation in Jamaica and Trinidad. Five major issues arise out of the discussion: the careful consideration of abstract labels, the need for contextualized research and authentic source material, the limited view of written data collection with closed questions, the crucial role of the researcher, and the opportunities of mixed-methods research. These conclusions are particularly relevant for research on New Englishes but also for language attitude research in general.
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Bushmanov, A. A., and P. D. Mitchell. "THE JAMAICAN VARIANT OF ENGLISH LANGUAGE IN THE POST-CREOLE CONTINUUM." Tambov University Review. Series: Humanities 22, no. 2 (166) (2017): 15–19. http://dx.doi.org/10.20310/1810-0201-2017-22-2(166)-15-19.
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Margić, Branka Drljača, and Dorjana Širola. "‘Jamaican and Irish for fun, British to show off’: Attitudes of Croatian university students of TEFL to English language varieties." English Today 30, no. 3 (August 5, 2014): 48–53. http://dx.doi.org/10.1017/s0266078414000261.
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Attitudes are usually defined as positive or negative reactions to an object (e.g. Bohner, 2001; Ajzen, 2005). In the context of language attitudes, this object is a language, its speakers, features, varieties and/or linguistic usage (Baker, 1992: 17). Attitudes towards different language varieties also reflect attitudes towards wider social, cultural, political and geographical contexts of these varieties, and to some extent rely on ‘speakers’ own cultural background and stereotypes of particular cultures or societies that their own culture has mediated' (Bredella, 1991: 59). As Holmes (2001: 343) suggests, people generally do not hold opinions towards languages in a vacuum, but ‘develop attitudes towards languages which reflect their views about those who speak the languages, and the contexts and functions with which they are associated’.
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Deuber, Dagmar, Jakob R. E. Leimgruber, and Andrea Sand. "Singaporean internet chit chat compared to informal spoken language*." Journal of Pidgin and Creole Languages 33, no. 1 (May 7, 2018): 48–91. http://dx.doi.org/10.1075/jpcl.00002.deu.
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Abstract This paper compares data from a Singaporean chit chat forum to informal spoken data. We first perform a qualitative analysis of text samples in a framework of indexicality. Then we present quantitative findings for two (sets of) features each of the contact variety Singlish (particles, the kena-passive) and spoken English in general (discourse markers, contractions). For the former some similarities are observed but we also find that the forum contributors tend to be creative and innovative in their choice of particles. In this connection we argue that they index specific subgroup identities and further point out that Singlish is a rather flexible set of resources. Our findings differ from those of previous research on Jamaican Creole as used in an internet forum, thus showing that the use of contact varieties in computer-mediated communication can take different forms. The general features of spoken English are used comparatively less in the forum data, indicating that using Singlish features in writing is not tantamount to writing down spoken language. Moreover, we draw attention to features of computer-mediated communication in in the chit chat forum data. Finally we discuss implications in terms of the Dynamic Model of the evolution of Postcolonial Englishes (Schneider 2007).
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Bartens, Angela. "The Making of Languages and New Literacies: San Andrés-Providence Creole with a View on Jamaican and Haitian." Lingüística y Literatura 42, no. 79 (April 15, 2021): 237–56. http://dx.doi.org/10.17533/udea.lyl.n79a13.
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The aim of this paper is to examine the idea of «language making» and new literacies in creole languages with a focus on San Andrés-Providence Creole English. Jamaican and Haitian Creole are taken as points of comparison for their more advanced state of consolidation. Posts from Facebook groups gathered between February 2016 and July 2020 as the main source of data were complemented by 2015 data on San Andrés linguistic landscapes. The main finding is that, due to a favorable change in language attitudes both locally and globally, San Andrés-Providence Creole is entering into the domain of writing.
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Washington, Karla N., Kristina Fritz, Kathryn Crowe, Brigette Kelly, and Rachel Wright Karem. "Bilingual Preschoolers' Spontaneous Productions: Considering Jamaican Creole and English." Language, Speech, and Hearing Services in Schools 50, no. 2 (April 23, 2019): 179–95. http://dx.doi.org/10.1044/2018_lshss-18-0072.
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Stewart, Michele M. "The expression of number in Jamaican Creole." Journal of Pidgin and Creole Languages 26, no. 2 (August 3, 2011): 363–85. http://dx.doi.org/10.1075/jpcl.26.2.05ste.
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In this paper I argue that there is no true number morphology in Jamaican Creole (JC). Instead, I show that dem, traditionally taken to be a plural marker, is more properly analyzed as a marker of inclusiveness, a defining characteristic of definiteness. These are expected outcomes of JC being in the class of languages which are claimed to have set nouns, i.e. nouns which, when combined with a numeral X, refer to an X-numbered set of individuals rather than to X number of individuals (Rijkhoff 2004). Since JC does not mark plurality in the same way as its lexifier English, individuation and number in JC cannot be analysed in the same way as is done for English. The proposal for a syntactic analysis of number in JC, given the above, is that functional structure above the NP provides for optional individuation via Cl(assifier)Phrase, and additionally for optional number specification, via Num(ber)Phrase.
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Irving, Rachael, Vilma Charlton, Errol Morrison, Aldeam Facey, and Oral Buchanan. "Demographic Characteristics of World Class Jamaican Sprinters." Scientific World Journal 2013 (2013): 1–5. http://dx.doi.org/10.1155/2013/670217.
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The dominance of Jamaican sprinters in international meets remains largely unexplained. Proposed explanations include demographics and favorable physiological characteristics. The aim of this study was to analyze the demographic characteristics of world class Jamaican sprinters. Questionnaires administered to 120 members of the Jamaican national team and 125 controls elicited information on place of birth, language, ethnicity, and distance and method of travel to school. Athletes were divided into three groups based on athletic disciplines: sprint (s: 100–400 m;n=80), jump and throw (j/t: jump and throw;n=25) and, middle distance (md: 800–3000 m;n=15). Frequency differences between groups were assessed using chi-square tests. Regional or county distribution of sprint differed from that of middle distance (P<0.001) but not from that of jump and throw athletes (P=0.24) and that of controls (P=0.59). Sprint athletes predominately originated from the Surrey county (s = 46%, j/t = 37%, md = 17, C = 53%), whilst middle distance athletes exhibited excess from the Middlesex county (md = 60%). The language distribution of all groups showed uniformity with a predominance of English. A higher proportion of middle distance and jump and throw athletes walked to school (md = 80%, j/t = 52%, s = 10%, and C = 12%) and travelled greater distances to school. In conclusion, Jamaica’s success in sprinting may be related to environmental and social factors.
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Coy, André, and Stefan Watson. "Acoustic Similarity of Inner and Outer Circle Varieties of Child-Produced English Vowels." Journal of Speech, Language, and Hearing Research 63, no. 3 (March 23, 2020): 722–37. http://dx.doi.org/10.1044/2019_jslhr-19-00179.
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Purpose This article compares acoustic data of normally developing children from two dominant and one nondominant variety of English in order to determine phonetic proximity. Method The study focuses on one variety of American English (AE), one British English (BE) variety, and one Jamaican English (JE) variety owing to the historical and sociopolitical influences of both dominant varieties on JE. The work examines the four corner vowels (/a/, /ɑ/, /u:/, and /i:/) of the specified varieties. Speech from children aged 8–11 years was processed to extract duration, intensity, and fundamental frequency as well as the first three formants (F1, F2, and F3) of each vowel. Results Analysis of the acoustic variables showed, for the first time, that child-produced JE is phonetically closer to the variety of BE studied, than it is to the American variety. The acoustic properties of the child-produced JE vowels were found to be similar to those of adult-produced vowels, suggesting that, as has been shown for adult speech, there appears to be a limited impact of AE on JE. Conclusions This is the first acoustic study of children's speech to show that, despite the proximity to BE, the Jamaican variety is clearly a distinct variety of English. As the first study comparing AE, BE, and JE, the article provides experimental evidence of the acoustic differences in the varieties and points to the implications for automatic speech recognition and educational applications for children who speak JE.
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Bogetić, Ksenija. "Be like and the quotative system of Jamaican English: Linguistic trajectories of globalization and localization." English Today 30, no. 3 (August 5, 2014): 5–12. http://dx.doi.org/10.1017/s0266078414000212.
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One of the most striking linguistic changes to affect the English language in recent decades is the ongoing spread of be like, shown in (1), as a new member of the quotative system (Ferrara & Bell, 1995; Macaulay, 2001; Buchstaller & Van Alphen, 2012). The opportunity to study language change ‘in action’ (Tagliamonte & D'Arcy, 2004: 493) brought by this innovation has spurred a vast body of research on quotation in American English, where the new form is presumed to have originated (Ferrara & Bell, 1995).
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Karem, Rachel Wright, and Karla N. Washington. "The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers." Language, Speech, and Hearing Services in Schools 52, no. 3 (July 7, 2021): 807–26. http://dx.doi.org/10.1044/2021_lshss-20-00106.
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Purpose The aim of this study was to investigate the appropriateness of standardized assessments of expressive grammar and vocabulary in a sample of preschool-age dual language learners (DLLs) who use Jamaican Creole (JC) and English. Adult models from the same linguistic community as these children were used to inform culturally and linguistically appropriate interpretation of children's responses to a standardized assessment. Method JC-English–speaking preschoolers ( n = 176) and adults ( n = 33) completed the Word Structure and Expressive Vocabulary subtests of the Clinical Evaluation of Language Fundamentals Preschool–Second Edition. Adults' responses were used to develop an adapted scoring procedure that considered the influence of JC linguistic features on responses. DLLs' responses scored using the standard English and adapted JC procedures were compared. Results JC–English DLLs and adults used similar linguistic structures in response to subtest questions. DLLs' scores differed significantly from the standardized sample on both subtests. Preschoolers received higher raw and corresponding standard scores with adapted scoring compared to standard scoring. Adapted scoring that made use of adult models yielded high classification accuracy at a rate of 93.8% for Word Structure and 92.1% for Expressive Vocabulary. Conclusions Adapting standardized assessment scoring procedures using adult models may offer an ecologically valid approach to working with DLL preschoolers that can support a more accurate assessment of language functioning. These findings suggest that the use of standardized assessments for bilingual JC–English speakers requires a culturally responsive approach. Supplemental Material https://doi.org/10.23641/asha.14403026
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Nesselhauf, Nadja. "Co-selection phenomena across New Englishes." English World-Wide 30, no. 1 (February 17, 2009): 1–25. http://dx.doi.org/10.1075/eww.30.1.02nes.
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Similarities of the phraseology of institutionalized second language varieties and foreign learner varieties have gone almost completely unnoticed so far. In this paper, different types of co-selection phenomena are examined across ESL and EFL varieties on the basis of the ICE-corpora of Kenyan, Indian, Singaporean, and Jamaican English and of ICLE, the International Corpus of Learner English. Among the features investigated are the use of competing collocations such as play a role and play a part, the noun complementation of collocations (HAVE + INTENTION + of -ing vs. to + infinitive), and non-L1 (or “new”) prepositional verbs such as comprise of, demand for or emphasize on. The exploration shows that many co-selection phenomena do indeed recur not only across individual institutionalized L2 varieties but also across the two variety types. Certain kinds of language-internal irregularities in the phraseology of Standard English are shown to be a major reason for the observed parallels
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McLeod, Sharynne, and Kathryn Crowe. "Children's Consonant Acquisition in 27 Languages: A Cross-Linguistic Review." American Journal of Speech-Language Pathology 27, no. 4 (November 21, 2018): 1546–71. http://dx.doi.org/10.1044/2018_ajslp-17-0100.
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Purpose The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. Method A cross-linguistic review was undertaken of 60 articles describing 64 studies of consonant acquisition by 26,007 children from 31 countries in 27 languages: Afrikaans, Arabic, Cantonese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin (Putonghua), Portuguese, Setswana (Tswana), Slovenian, Spanish, Swahili, Turkish, and Xhosa. Results Most studies were cross-sectional and examined single word production. Combining data from 27 languages, most of the world's consonants were acquired by 5;0 years;months old. By 5;0, children produced at least 93% of consonants correctly. Plosives, nasals, and nonpulmonic consonants (e.g., clicks) were acquired earlier than trills, flaps, fricatives, and affricates. Most labial, pharyngeal, and posterior lingual consonants were acquired earlier than consonants with anterior tongue placement. However, there was an interaction between place and manner where plosives and nasals produced with anterior tongue placement were acquired earlier than anterior trills, fricatives, and affricates. Conclusions Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. Supplemental Material https://doi.org/10.23641/asha.6972857
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Braña-Straw, Michelle C. "Review of Hinrichs (2006): Codeswitching on the Web: English and Jamaican Creole in E-mail Communication." English World-Wide 29, no. 2 (April 23, 2008): 217–21. http://dx.doi.org/10.1075/eww.29.2.08bra.
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Cornut, Jérémie, and Stéphane Roussel. "Canadian Foreign Policy: A Linguistically Divided Field." Canadian Journal of Political Science 44, no. 3 (September 2011): 685–709. http://dx.doi.org/10.1017/s0008423911000540.
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Abstract. This study analyses the French-language scholars' place in Canadian foreign policy. More precisely, it measures and compares their productions in French and in English (output) and the citations to this output (impact) in works by English-language scholars. The output is measured using the Canadian Foreign Relations Index. Then a representative sample of bibliographies taken from books and articles written by English-language scholars and published between 1997 and 2007 is analyzed. Various conclusions on the place of French and French-language scholars in the field are drawn from these data, including their small contribution to Canadian foreign policy and the absence of citations to works in French by English-language scholars. Political implications of the results are discussed.Résumé. Cette analyse examine la place des chercheurs francophones dans l'étude de la politique étrangère canadienne. Plus précisément, elle mesure et compare leurs publications en français et en anglais (la production) et les citations tirées de cette production (l'incidence) que l'on retrouve dans les travaux des chercheurs anglophones. La production est mesurée à l'aide du Canadian Foreign Relations Index. Puis un échantillon représentatif de bibliographies de travaux anglophones publiés entre 1997 et 2007 est analysé. Ces données permettent de tirer diverses conclusions sur la place du français et des chercheurs francophones dans ce champ d'étude. Il apparait, notamment, que la contribution des francophones au domaine de la politique étrangère canadienne est réduite et que les chercheurs anglophones ne citent pratiquement jamais les travaux en français. Les auteurs dégagent, en conclusion, les conséquences politiques de ces résultats.
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Silver, Cassandra. "Making the Bedouins: Code-Switching as Model for the Translation of Multilingual Drama." Theatre Research in Canada 38, no. 2 (November 2017): 201–18. http://dx.doi.org/10.3138/tric.38.2.201.
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The translation of theatre from one linguistic and cultural context to another can be uniquely challenging; these challenges are multiplied when the source text is itself multilingual. René-Daniel Dubois’s Ne blâmez jamais les Bédouins, translated into English under the name Don’t Blame the Bedouins by Martin Kevan, unfolds in English, French, Italian, German, Russian, and Mandarin. The original “French” text presents as postdramatic, deconstructing language and identity in a sometimes frenetic pastiche. Kevan’s “Anglophone” text, however, resists the postdramatic deconstruction in the original, instead bulking up Dubois’ macaronic and archetype-heavy collage with some attempts at psychological depth. Because of its polyglossic complexity and because it has been translated, published, and produced in both English and French, it proves an excellent case study that allows for an in-depth analysis of how multilingual theatrical translation can be carried out. I propose that Kevan’s translation of Dubois’ play exhibits not only textual and performative translation, but that he also translates the linguistically-coded aesthetic conventions that distinguish Quebecois and English Canadian drama and their respective audiences. Kevan shows sensitivity to the gap between the politics of language in French and English Canada as well as to the gap between theatrical codes in both linguistic communities by amplifying the psychological realism and consequently tempering the language politics in his “English” version of Dubois’s work. The choices that Kevan made in his translation are here elucidated by borrowing linguistic theories of conversational code-switching to analyze both versions of the play.
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Wheldall, Kevin, and Ruth Joseph. "Young black children's sentence comprehension skills: a comparison of performance in standard English and Jamaican Creole." First Language 6, no. 17 (June 1986): 149–54. http://dx.doi.org/10.1177/014272378600601705.
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Clements, J. Clancy. "AN INTRODUCTION TO PIDGINS AND CREOLES. John Holm. New York: Cambridge University Press, 2000. Pp. xxi + 282. $69.95 cloth, $24.95 paper." Studies in Second Language Acquisition 25, no. 1 (January 16, 2003): 165–66. http://dx.doi.org/10.1017/s027226310321007x.
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Although the primary focus of this introduction is the Atlantic pidgins and creoles, it contains considerable information on many other pidgins and creoles as well. Chapter 1 includes the definitions of terms, which are clear and concise with the exception of the notions of semi-creole and creoloid, which are somewhat vague, and the notion of interlanguage, which is not necessarily characterizable as unstable, especially if it fossilizes. Chapter 2 largely mirrors its comprehensive counterpart, Holm (1988). New in this volume is the mention of the earliest known attestation of a creole language (Martinique creole in 1671), the shortening, partial rewriting, or both of the monogenesis sections, and the identification of other trends. Chapter 3 succinctly underscores the importance of social factors in the creation and characterization of pidgins and creoles, without which, according to Holm, they cannot be defined. It also includes sociohistorical synopses of seven languages (i.e., Angolar Creole Portuguese, Papiamentu Creole Spanish, Negerhollands Creole Dutch, Haitian Creole French, Jamaican Creole English, Tok Pisin, and Nubi Creole Arabic).
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Bobyleva, Ekaterina. "Variable plural marking in Jamaican Patwa and Tok Pisin: A linguistic perspective." Canadian Journal of Linguistics/Revue canadienne de linguistique 56, no. 1 (March 2011): 37–60. http://dx.doi.org/10.1017/s0008413100001742.
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AbstractThis article is concerned with plural marking in two English-lexified creoles, Jamaican Patwa and Tok Pisin. In addition to bare plurals, these creoles possess two overt strategies of plural marking—a free-standing morpheme and the suffix -s. The analytic and inflectional plural markers occur according to different linguistic constraints. It appears that the creoles use two conceptually and typologically different number marking systems — that of set noun languages, based on the opposition between singleton and collective sets, and that of singular object noun languages, based on the opposition between singular and plural individuals. This poses problems for the definition of the lexical semantics of the creole nouns if one assumes the existence of cross-linguistic differences. The analysis proposed here is based on the universalist approach to lexical semantics. Under this approach, individuated and collective (set) interpretations of plurals are encoded in the noun phrase structure.
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Sebba, Mark. "Informal orthographies, informal ideologies spelling and code switching in British Creole." Cadernos de Linguagem e Sociedade 2, no. 1 (November 22, 2010): 85. http://dx.doi.org/10.26512/les.v2i1.2952.
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This paper is concemed with the written representation of British Creole (a local British variety of Jamaican Creole) which has no standard orthography. Original writing is published from time to time (and we can assume that much unpublished writing goes on as well) using modified Standard English orthographies made up by the original writers. The paper examines what writers actually do when they write Creole and links this to an implicit ideology of "subversion" of the Standard Orthography rather than subservience to it. Some proposals are made up for moving toward a norm for spelling British Creole.
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Lung, Rachel. "On Mis-translating Sexually Suggestive Elements In English-Chinese Screen Subtitling." Babel. Revue internationale de la traduction / International Journal of Translation 44, no. 2 (January 1, 1998): 97–109. http://dx.doi.org/10.1075/babel.44.2.02lun.
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Abstract English-speaking movies and television series are flourishing in Hong Kong, and Chinese screen subtitles are often provided to the audience. Studies relating to subtitling have often discussed reduction methods and reduction categories, but little work has touched on the areas of and reasons for under-translation. The author has observed that sexually suggestive information is often under-translated in English-Chinese subtitling. Some instances suggest that the under-translation is related to the translator's ignorance of English idiomatic usage, or the translator's insensitivity of the translation to the implicit information. Some other example indicates, however, that the translator is neither ignorant nor insensitive about the implied meaning. The translator has shown in the subtitling that he or she knows the implicit meaning, and that attempts were made to tone down the message a great deal, probably out of socio-psychological, cultural and euphemistic reasons. These observations based on video-taped examples have identified the existence of non-linguistic constraints in cross-linguistic and cross-cultural activities such as translation. Résumé Les films et les feuilletons de télévision parlant anglais ont énormément de succès à Hong Kong, et la plupart d'entre eux sont sous-titrés en chinois. Les études consacrées au sous-titrage parlent souvent de méthodes permettant de condenser le texte, ainsi que de catégories de réduction, mais on n'a jamais examiné le domaine de la sous-traduction ni les raisons de cette 'euphémisation'. L'auteur a remarqué que les informations suggestives sont souvent sous-traduites dans les sous-titrages anglais-chinois. D'aucuns suggèrent que la sous-traduction est liée à la méconnaissance du traducteur des expressions idiomatiques anglaises, ou qu'elle serait due à l'insensibilité du traducteur à l'égard de la traduction des informations implicites. D'autres exemples indiquent toutefois que le traducteur n'est ni ignorant ni insensible quant à la signification implicite. Des sous-titrages prouvent que le traducteur comprend la signification implicite mais qu'il s'est éfforcé d'atténuer grandement le message, et ce vraisemblablement pour des raisons socio-psychologiques, culturelles et d'euphémisme. Ces observations, basées sur des exemples enregistrés sur des cassettes vidéo, ont permis de constater l'existence de contraintes non linguistiques dans les activités de transfert linguistiques et culturelles que sont la traduction par exemple.
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Abu El Adas, Sandy, Karla N. Washington, Anna Sosa, Daphna Harel, and Tara McAllister. "Variability across repeated productions in bilingual children speaking Jamaican Creole and English." International Journal of Speech-Language Pathology 22, no. 6 (November 1, 2020): 648–59. http://dx.doi.org/10.1080/17549507.2020.1843712.
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KITLV, Redactie. "Book Reviews." New West Indian Guide / Nieuwe West-Indische Gids 70, no. 3-4 (January 1, 1996): 309–81. http://dx.doi.org/10.1163/13822373-90002626.
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-Bridget Brereton, Emilia Viotti Da Costa, Crowns of glory, tears of blood: The Demerara slave rebellion of 1823. New York: Oxford University Press, 1994. xix + 378 pp.-Grant D. Jones, Assad Shoman, 13 Chapters of a history of Belize. Belize city: Angelus, 1994. xviii + 344 pp.-Donald Wood, K.O. Laurence, Tobago in wartime 1793-1815. Kingston: The Press, University of the West Indies, 1995. viii + 280 pp.-Trevor Burnard, Howard A. Fergus, Montserrat: History of a Caribbean colony. London: Macmillan Caribbean, 1994. x + 294 pp.-John L. Offner, Joseph Smith, The Spanish-American War: Conflict in the Caribbean and the Pacific, 1895-1902. London: Longman, 1994. ix + 262 pp.-Louis Allaire, John M. Weeks ,Ancient Caribbean. New York: Garland, 1994. lxxi + 325 pp., Peter J. Ferbel (eds)-Aaron Segal, Hilbourne A. Watson, The Caribbean in the global political economy. Boulder CO: Lynne Rienner, 1994. ix + 261 pp.-Aaron Segal, Anthony P. Maingot, The United States and the Caribbean. London: Macmillan Caribbean, 1994. xi + 260 pp.-Bill Maurer, Helen I. Safa, The myth of the male breadwinner: Women and industrialization in the Caribbean. Boulder CO: Westview, 1995. xvi + 208 pp.-Peter Meel, Edward M. Dew, The trouble in Suriname, 1975-1993. Westport CT: Praeger, 1994. xv + 243 pp.-Henry Wells, Jorge Heine, The last Cacique: Leadership and politics in a Puerto Rican city. Pittsburgh PA: University of Pittsburgh Press, 1993. ix + 310 pp.-Susan Eckstein, Jorge F. Pérez-López, Cuba at a crossroads: Politics and economics after the fourth party congress. Gainesville: University Press of Florida, 1994. xviii + 282 pp.-David A.B. Murray, Marvin Leiner, Sexual politics in Cuba: Machismo, homosexuality, and AIDS. Boulder CO: Westview, 1994. xv + 184 pp.-Kevin A. Yelvington, Selwyn Ryan ,Sharks and sardines: Blacks in business in Trinidad and Tobago. St. Augustine, Trinidad: Institute of social and economic studies, University of the West Indies, 1992. xiv + 217 pp., Lou Anne Barclay (eds)-Catherine Levesque, Allison Blakely, Blacks in the Dutch world: The evolution of racial imagery in a modern society. Bloomington: Indiana University Press, 1993. xix + 327 pp.-Dennis J. Gayle, Frank Fonda Taylor, 'To hell with paradise': A history of the Jamaican tourist industry. Pittsburgh: University of Pittsburgh Press, 1993. ix + 239 pp.-John P. Homiak, Frank Jan van Dijk, Jahmaica: Rastafari and Jamaican society, 1930-1990. Utrecht: ISOR, 1993. 483 pp.-Peter Mason, Arthur MacGregor, Sir Hans Sloane: Collector, scientist, antiquary, founding Father of the British Museum. London: British Museum Press, 1994.-Philip Morgan, James Walvin, The life and times of Henry Clarke of Jamaica, 1828-1907. London: Frank Cass, 1994. xvi + 155 pp.-Werner Zips, E. Kofi Agorsah, Maroon heritage: Archaeological, ethnographic and historical perspectives. Kingston: Canoe Press, 1994. xx + 210 pp.-Michael Hoenisch, Werner Zips, Schwarze Rebellen: Afrikanisch-karibischer Freiheitskampf in Jamaica. Vienna Promedia, 1993. 301 pp.-Elizabeth McAlister, Paul Farmer, The uses of Haiti. Monroe ME: Common Courage Press, 1994. 432 pp.-Robert Lawless, James Ridgeway, The Haiti files: Decoding the crisis. Washington DC: Essential Books, 1994. 243 pp.-Bernadette Cailler, Michael Dash, Edouard Glissant. Cambridge: Cambridge University Press, 1995. xii + 202 pp.-Peter Hulme, Veronica Marie Gregg, Jean Rhys's historical imagination: Reading and writing the Creole. Chapel Hill: University of North Carolina Press, 1995. xi + 228 pp.-Silvia Kouwenberg, Francis Byrne ,Focus and grammatical relations in Creole languages. Amsterdam/Philadelphia: John Benjamins, 1993. xvi + 329 pp., Donald Winford (eds)-John H. McWhorter, Ingo Plag, Sentential complementation in Sranan: On the formation of an English-based Creole language. Tübingen: Max Niemeyer, 1993. ix + 174 pp.-Percy C. Hintzen, Madan M. Gopal, Politics, race, and youth in Guyana. San Francisco: Mellen Research University Press, 1992. xvi + 289 pp.-W.C.J. Koot, Hans van Hulst ,Pan i rèspèt: Criminaliteit van geïmmigreerde Curacaose jongeren. Utrecht: OKU. 1994. 226 pp., Jeanette Bos (eds)-Han Jordaan, Cornelis Ch. Goslinga, Een zweem van weemoed: Verhalen uit de Antilliaanse slaventijd. Curacao: Caribbean Publishing, 1993. 175 pp.-Han Jordaan, Ingvar Kristensen, Plantage Savonet: Verleden en toekomst. Curacao: STINAPA, 1993, 73 pp.-Gerrit Noort, Hesdie Stuart Zamuel, Johannes King: Profeet en apostel in het Surinaamse bosland. Zoetermeer: Boekencentrum, 1994. vi + 241 pp.
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Dyche, Caroline Anne, and Jessie Antwi-Cooper. "Evaluating Academic Literacies Course Types." Journal of Academic Writing 10, no. 1 (December 18, 2020): 222. http://dx.doi.org/10.18552/joaw.v10i1.624.
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Evaluating Academic Literacies Course Types
This poster represents a mixed methods study conducted at the University of the West Indies (UWI), which seeks to determine the merits of two types of Academic Literacies (AL) courses in promoting successful academic outcomes. Its focus is the first quantitative research phase in which the grade point averages after the first year of study of Social Sciences students successful either in the general purposes Foun1019 ‘Critical Reading and Writing in the Disciplines’ course or in the faculty-specific purposes Foun1013 ‘Critical Reading and Writing in the Social Sciences’ course are compared. The second, qualitative phase will be presented in future publications. This study is a response to an unimplemented recommendation of an external 2018 Quality Assurance Review (QAR) of the UWI, Mona campus, English Language Section, that students successful in the first semester of Foun1019 switch in the second semester to their faculty-specific AL courses. The QAR rationale for the recommended course switch is that the non-faculty-specific nature of the second semester of Foun1019 is academically disadvantageous to students who have shown promise in its first semester. This study is relevant to the debate over the use of general versus disciplinary AL approaches, one publicized by Jordan (1997) and revived by de Chazal (2012) who makes a pedagogical and practical case favouring a general purposes approach. Underlying the study is the premise at the heart of AL courses: that by preparing incoming students, supposed novice writers and readers at the tertiary level of study, these courses serve to maximise their academic performance. Indeed, this is the premise upon which the required pursuit by university students of AL courses is based.
This Foun1019 general purposes course, introduced for students from all faculties who fail an English language proficiency entrance test (ELPT), places emphasis in the first semester on developmental reading and writing in English as well as on overcoming writer apprehension. Furthermore, a dual language identity – Standard Jamaican English and Jamaican Creole – is conferred on students. This is because whereas English is Jamaica’s sole official language, Jamaican Creole – which has an English lexicon but distinctly un-English grammar, syntax and phonology – is the first language of most of the students. The work undertaken in the first semester functions as a bridge for students, building their linguistic self-esteem and improving their English language proficiency in order to ease them into what is considered the bona fide AL focus of the second semester: ‘Writing from Sources’. This latter focus is shared with one-semester, faculty-specific purposes AL courses, populated by students who pass or are exempt from the ELPT. These courses seek to respond to the AL development needs of individual faculties’ constituent departments. To do this, they employ as much of a specific purposes AL approach as is possible given the wide range of parent disciplines involved. The Foun1013 course featured in this study, which is pursued by Faculty of Social Sciences students exclusively, falls into this faculty-specific category of UWI AL courses.
The Foun1019 and Foun1013 Year 1 student groups being compared have both been certified at the end of their first year of study to possess a satisfactory level of English language proficiency on the basis of attaining passing grades at the end of Semester two in their final and major AL assignment: a 1200-word documented expository essay scored via a common holistic rubric. To ensure further comparability of the two groups, control of the potentially influential independent variables of Socioeconomic Status (SES), Gender, Intellectual Aptitude (as estimated via matriculation qualifications) and other selected variables is accounted for by the multiple regression analysis component of the overall study design. To address the unevenness of the size of the two study populations, that is, the relatively small number (51) of Year 1 Foun1019 Social Sciences students versus the high number (630) of their Foun1013 counterparts, the Tukey test of statistical significance for unequal group sizes will be applied.
To assess the groups’ relative academic performance, the official UWI measurement standard, Grade Point Average (GPA), is used. This measurement shows the typical course result of a student for a semester or year, and ultimately determines the quality of degree awarded (for example, First Class Honours, Lower Second Class Honours, Pass). This measurement encompasses nine bands ranging from 0.00-1.29 to 4.00-4.30 points. The points in question represent the numerical value given to letter grades, e.g. C+ (55-59%) = 2.30 points, F2 (40-44%) = 1.30 points. Grade points are determined by multiplying the points earned by the credit weighting of the course, which is based on the duration of the course (whether one or two semesters). Students earn three credits for one-semester courses, and six credits for two-semester ones. 2.00 is the minimum grade point deemed acceptable (University of the West Indies, 2014).
The investigation reveals that the overall Year 1 student pass rates for Foun1013 and Foun1019 at the end of the second semester of the 2017/18 academic year were 60.2% (630/1047) and 62.2% (51/82) respectively. Preliminary findings on the GPAs of the passing groups are as follows: 1) Foun1013 students’ GPAs are more widely spread across the band ranges than those of Foun1019 students; 2) The modal band range of the two groups is 2.30-2.99: 42.6% (269/630) of Foun1013 students versus 54.9% (28/51) of Foun1019 students; 3) The GPAs of 41.9% (264/630) of Foun1013 students fall into the four highest band ranges (3.00-4.29) versus 25.5% (13/51) for Foun1019 students; 4) The GPAs of 10.6% (66/630) of the Foun1013 students fall into the 2:00-2:29 (just acceptable) band range versus 15.7% (8/51) for 1019 students; 5) The GPAs of 4.9% (31/630) of Foun1013 students fall into the three lowest band ranges (0.00 -1.99) versus 3.9% (2/51) for Foun1019 students. Thus, overall, the Year 1 Foun1013 specific purposes students outperformed their Foun1019 general counterparts with respect to their higher band ranges, but the modal range of scores for both groups (a low but acceptable one) was the same; in addition, the Foun1019 group had slightly better outcomes in terms of its lower proportion of students with poor GPAs (under 2.0). Therefore, this cross-tabulation of the two groups’ GPAs reveals that student success in the general purposes course is not more highly correlated with Year 1 academic failure than student success in the faculty-specific purposes course, but it may hold implications for the passing grades received. Corresponding results for Year 2, 3 and 4 students, along with these Year 1 results, will be subjected to the finer-grained statistical analysis needed to reach definitive conclusions, while the qualitative phase of the study will use course content analysis and questionnaire and interview data from students and academic staff to seek explanations for the conclusions drawn.
References
de Chazal, E. (2012). The general-specific debate in EAP: Which case is the most convincing for most contexts? Journal of Second Language Teaching and Research, 2(1), 135–148. http://pops.uclan.ac.uk/index.php/jsltr/article/view/90/37
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge University Press.
University of the West Indies. (2014). Grade point average regulations (Internal document). UWI. https://www.uwi.edu/gradingpolicy/docs/regulations.pdf
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IRVINE, ALISON. "Contrast and convergence in Standard Jamaican English: the phonological architecture of the standard in an ideologically bidialectal community." World Englishes 27, no. 1 (February 2008): 9–25. http://dx.doi.org/10.1111/j.1467-971x.2008.00533.x.
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Mousa, Ahmed. "English /r/ in L2 and Pidgin/Creole Languages." International Journal of English Linguistics 10, no. 2 (February 23, 2020): 367. http://dx.doi.org/10.5539/ijel.v10n2p367.
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This study aims to investigate how Arab L1 learners of English and speakers of the Broad Jamaican Creole cope with the production of the approximant /r/ preconsonantly, post vocalically and in Stop+/r/ clusters, according to the RP norm. To this end, a list of words containing the approximant in the above three environments was given to the two groups, to read. Their production was tape recorded and transcribed. The approximant was nearly totally produced as trill in the three environments by the Arab learners, though one learner managed to produce an American-like /r/ in addition to the trill. On the other hand, the Jamaican informants produced the approximant according to the RP norm and as an American-like /r/. Whereas Lass’s (1984) assumption regarding the preference for trills proved to be true for the Arab learners, it was not the case with the Jamaican informants, in whose production trill was entirely absent. The study also provided further support to the view that phonological acquisition is achieved by gradual reinforcement of motor patterns.
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Winford, Donald. "On The Origins of African American Vernacular English — A Creolist Perspective." Diachronica 15, no. 1 (January 1, 1998): 99–154. http://dx.doi.org/10.1075/dia.15.1.05win.
Full textAbstract:
SUMMARY In this second part of a two-part study of the origins of African American Vernacular English (AAVE), specific structural features of this dialect are examined and the argument is made that they arose via a process of language shift by Africans toward the white settler dialects of the southern American colonies in the 17th through 19th centuries. Essentially, the author agrees with dialec-tologists that AAVE was never itself a creole, but rather the result of partially successful acquistion of settler dialects by Africans who restructured the target in various ways. On the whole, three kinds of explanation for the structural features of AAVE are offered. First, as dialectologists have argued, certain features of AAVE such as negative copula/perfect ain't, invariant don't, negative concord etc., were simply adopted without much change from settler dialects. The same is true of certain phonological features such as the use of /n/ for /ng/ in participles and gerunds like walking and so on. Second, several features of AAVE appear to have resulted from the effects of imperfect second language learning, resulting in simplification or loss of certain morphological apparatus, for instance in the copula and auxiliary systems and in verbal and nominal inflection. This kind of simplification is quite common in cases of (untutored) second language acquisition, as well as in creole formation. Hence the tendency to view such features as 'creole', when they are not in fact uniquely creole features. Third, despite this caveat, there is strong evidence that several distinctive AÀVE features can be explained as the result of substratum 'transfer' (or retention) of creole structural and/or semantic properties. Features which can be explained in this way include negative preterite ain 't remote perfect BEEN and habitual be. Certain phonological features such as /d/ for /ð/ etc, also appear due to creole and/or African substrate influence. In some cases (e.g., variable copula absence) the effects of simplification and substratum transfer may have reinforced each other. In short, though AAVE was never itself a creole, it was created by Africans, and bears the distinctive marks of that creation. RÉSUMÉ Dans la deuxième moitié de cet article, qui traite des origines de l'anglais vernaculaire afro-américain (AVAA), l'auteur porte son attention sur les traits structuraux qui individualisent ce dialecte. Il soutient qu'ils sont apparus lors de l'assimilation linguistique des africains lorsqu'ils firent l'acquisition des dialectes des colons blancs du sud des États-Unis, du XIIe au XIXe siècle. L'auteur est en accord avec les dialectologues qui ont soutenu que l'AVAA n'a jamais été une langue creole, mais plutôt un parler que les Africains ont modifié de diverses façons en raison du fait qu'ils n'ont que partiellement réussi à s'assimiler l'ensemble du système de la langue des colons blancs. L'auteur a trois genres d'explications à offrir quant à l'origine de chacun des traits structuraux. Premièrement, en accord avec ce qu'ont soutenu les dialectologues, il soutient que certains traits, tels la forme négative/parfaite de la copule, ain't, le don't invariable et l'utilisation obligatoire de plusieurs négations dans une même proposition, proviendraient des dialectes des colons sans subir quelque modification d'importance. Il en irait de même de certains traits phonologiques, tels le remplacement de /n/ par /n/ dans les formes du participe présent et du gérondif, {walking), et ainsi de suite. Deuxièmement, certains traits de l'AVAA sembleraient provenir des effets de l'acquisition imparfaite d'une langue seconde, aboutissant à la simplification ou à la perte de certains systèmes morphologiques, par exemple celui de la copule et des auxiliaires et celui de la flexion nominale et verbale. Ce genre de simplification serait fort fréquent dans des situations d'acquisition 'sur le vif', d'une langue seconde, autant que lors de la formation des langues creoles. D'où selon l'auteur la tendance à y voir des traits 'creoles', alors qu'en fait ces traits se retrouvent également ailleurs que dans les creoles. Malgré cette mise en garde, l'auteur soutient qu'il y a de fortes raisons de croire que plusieurs traits caractéristiques de l'AVAA s'expliqueraient comme étant le résultat d'un 'transfert' (ou d'une préservation) de caractéristiques structurelles et/ou sémantiques creoles. Parmi les traits qui pourraient s'expliquer ainsi, on compte ain't, marque du prétérit négatif, BEEN, marque du parfait lointain et be, marque du fréquentatif. Certains traits phonologiques, comme par exemple le remplacement de /ð/ par /d/, et ainsi de suite, sembleraient s'expliquer par une influence creole et/ou africaine. Dans certains cas (ainsi, la possibilité de laisser tomber la copule) les effets de la simplification et du transfert de traits du substrat africain se seraient peut-être renforcés les uns les autres. En bref, selon l'auteur, bien que l'AVAA n'aurait jamais été une langue creole, c'est une langue qu'auraient créé des Africains, et on y trouverait toujours les marques distinctes de cette création. ZUSAMMENFASSUNG In diesem Artikel, dem zweiten Teil einer zweiteiligen Studie über die Ur-sprünge des einheimischen Englisch der Afro-Amerikaner (EEAA), untersucht der Autor spezielle strukturelle Eigenschaften dieser Sprache. Er versucht nachzuweisen, daß sich diese strukturellen Eigenschaften aus einem ProzeB der Sprachverschiebung bei den Afro-Amerikanern in Richtung der Siedlerdialekte des kolonialen Südens der Vereinigten Staaten während des 17. und 19. Jahr-hunderts ableiten lassen. lm wesentlichen stimmt er überein mit dem von den Dialektologen bezogenen Standpunkt, daB das EEAA niemals ein Kreol v/ar, sondern daB es das Ergebnis eines nur teilweise erfolgreichen Erwerbs der Siedlerdialekte durch die Afrikaner ist. Diese partiell erworbenen Siedlerdialekte wurden dann auf verschiedene Weise von den Afrikanern verändert. Ins-gesamt präsentiert er drei Erklärungsansätze für die charakteristischen strukturellen Eigenschaften des EEAA. Erstens, wie schon von den Dialektologen festgestellt, wurden bestimmte Eigenschaften des EEAA, wie die negierte Ko-pula/das negierte Perfekt ain't, das unveränderliche dont, die negative Kon-gruenz, usw, direkt und ohne wesentliche Veränderungen aus den Siedlerdia-lekten übernommen. Das gleiche gilt auch für bestimmte phonologische Eigenschaften, wie der Gebrauch von /ng/ anstelle von /n/ in Partizipien und Gerun-dien wie walking, usw. Zweitens scheinen einige Eigenschaften des EEAA das Resultat eines unvollständigen Erwerbs der Siedlerdialekte zu sein, was zur Vereinfachung oder zum vollstandigen Verlust bestimmter morphologischer Eigenschaften geführt hat, wie zum Beispiel die Veränderungen innerhalb des Kopular- und Auxiliarsystems und in der Verbal- und Nominalflektion. Diese Art Vereinfachung tritt häufig beim ungelenkten Zweitspracherwerb auf, sowie bei der Kreolgenese, was erklärt, warum solche Eigenschaften fälschlich als typisch für Kreole angesehen werden. Drittens gibt es eindeutige Hinweise, daB einige für das EEAA charakteristische Eigenschaften das Ergebnis von Substrattransfer (oder Erhalt) sind. So zum Beispiel das negative Präteritum ain't, das entfernte Perfekt been und das habituelle be. Phonologische Eigenschaften wie der Gebrauch von /d/ anstelle von /ð/ scheinen ebenso von einem Kreol bzw. einem afrikanischm Substrat beeinfluBt. In bestimmten Fallen (so zum Beispiel die variable Abwesenheit der Kopula) scheint es, daB sich die Ergebnisse von Vereinfachung und Transfer aus dem Substrat wechselseitig bestarkt haben. Zusammenfassend läßt sich also feststellen, daB das EEAA nicht von einem Kreol abstammt, sondern von Afrikanern erschaffen worden ist und deutliche Merkmale dieses Kreationsprozesses aufweist.