Assumptions about the Creole language that the public in Guyana hold

 The Creole language in Guyana

Picture this: a bustling marketplace in Georgetown, Guyana, where vendors call out to passersby in a rhythmic blend of languages. Among the cacophony of voices, one language stands out – Guyanese Creole, the vibrant and expressive language of the people. But despite its ubiquity in everyday life, Guyanese Creole remains marginalized in formal education settings, overshadowed by its more prestigious counterpart, English.

Welcome to our blog post, where we delve into the rich tapestry of languages that make up the cultural fabric of Guyana. In this post, we'll explore how often overlooked but undeniably vital role of Guyanese Creole in language education. From challenging assumptions about Creole to envisioning a more inclusive approach to language teaching, we'll embark on a journey to transform language classrooms in Guyana. So buckle up as we navigate the nuances of linguistic diversity and advocate for change in language policy.

“We in Guyana still need to become aware of how our mother tongues, how our mother languages and everything that they represent – our culture, our diversity, our ethnicity- and how the transmission of those things matter to future generations.”

- Dr Carolyn Cummings HOD Language and Cultural Studies

Speech by Dr. Carolyn Cummings  

In Guyana, language is more than simply words; it reflects history, culture, and identity. Creole, an individual mix of factors, has an unusual position in the linguistic world. But how do people actually feel about it? Is there any uncertainty about its worth or the idea that it is less highly regarded? Let us talk about Creole in Guyana to discover the variety of factors and attitudes that influence its place in society.

https://www.stabroeknews.com/2017/07/29/photos/a-celebration-of-guyanese-culture/

 

 The following are some   assumptions that Guyanese     citizens may have regarding   the   Creole language in light   of  the   country's language   policy and   general cultural   perceptions:

     1.     Informality: People tend to view Creole as informal or casual, appropriate for casual chats but inappropriate in formal or business contexts (Forrester 2023, Janiszewski 2020).

2.     Low Prestige: Speaking Creole may be associated with a lesser socioeconomic standing or educational attainment, giving it less prestige than Standard English (Satyanath 2022). For example, sociolinguistic surveys in Haiti have shown that participants of higher socio-economic status have more positive attitudes towards French (the prestige language) than those of lower socio-economic status. In these surveys, participants with lower literacy levels have more negative attitudes towards French than highly literate individuals. In the “(Post-)Creole continuum” construct by creolists like David De Camp, “acrolect”, “mesolect” and “basilect” are Creole varieties that are relatively close to or remote from the European “superstrate” language. In some countries, people who are viewed or who view themselves as upper-class tend to speak a variety (an “acrolect”) that is closer to that of the colonizing nation, while those of a lower socio-economic status tend to speak a “basilect”. Evidently, the languages that we speak or do not speak have been enlisted as tools for social stratification and political control (Ferguson, 2022; Satyanath 2022).

3.     Cultural Identity: Creole is probably an essential component of many Guyanese people's sense of self, as it symbolizes their ancestry and roots (Colwill, 2023; Kachua, 2018). Therefore, operations of cultural empowerment are fundamental in the postcolonial age, because after the plundering perpetrated by Western civilizations, steps need to be taken to form and encourage the development of autonomous cultural identities. English is at the same time an instrument of socio-economic improvement and a witness of the colonial past. On the contrary, Creole is considered a sign of cultural autonomy, which has been particularly significant in the post-war years, when forms of resistance to ideological and literary hegemony are needed to decolonize the minds of former colonized people. The hybridization of English and Western literary genres with Creole and oral-based ones brought about by writers and intellectuals in the Caribbean English areas has thus contributed to building a new sense of community and establishing a new sense of cultural worth (Sindoni, 2010).

https://sites.duke.edu/lodtraininghub/2023/06/02/the-value-of-effective-communication-at-work/

4.     Effective Communication     Outside of Guyana: Some people may perceive Creole as a communication obstacle,     especially when interacting with non-Creole speakers or in formal international situations (Hackert, 2016).

5.     Opposition to Change: Due to worries about upholding customs and cultural values, there may be opposition to language policy changes that support Creole in addition to Standard English (Migge, 2021). Creoles have typically been treated as historical anomalies, being contact-based and with mixed systems. Only exceptionally has it been claimed that they can help us better understand how languages change and can speciate into new ones. They remind us that language or dialect contact is a common actuator of change (Mufwene, 2015).

6.     Educational Difficulties: There may be doubts over the efficacy of implementing Creole in the classroom due to worries that it may impede pupils' progress in learning Standard English and achieving academic success (Zambrana, 2017).

7.    No Rules:  Some individuals perceive Creole as lacking rules compared to Standard English, which they see as structured and orderly. They may view Creole as "messy" or "unpredictable" due to its perceived deviation from grammatical norms. This belief reflects a common misconception about Creole languages. For example, linguist Lisa Green addresses this misconception in her book "African American English: A Linguistic Introduction." She explains that Creole languages, like African American English, have their own systematic grammar and rules, albeit different from those of Standard English. Green argues that these language varieties follow consistent patterns and structures, just like any other language.

8.  Restricted Usage in Official Settings: In official government or corporate environments where Standard English is anticipated, Creole may be deemed improper or unsuitable (Hackert, 2016; Zambrana, 2017). Learning two different forms of language simultaneously can be challenging, especially for young learners who are still developing their language skills. Some worry that this could slow down students' progress in mastering the more formal and widely used Standard English, which is often required for academic and professional success. As a result, there's a debate about whether incorporating Creole into the classroom could be beneficial or detrimental to students' language development and academic achievement.

     In Guyana, opinions toward Creole reflect deeper questions of identity and social standing. While some consider it casual or without worth, others regard it as an important part of their legacy. Despite concerns about education and interaction, Creole remains an effective representation of cultural existence.
Moving forward, it is critical to recognize Creole's significance and encourage inclusive language policies that value Guyana's linguistic variety. By doing so, we may build a more fair society in which everyone's language and culture are valued and appreciated.

References

Colwill, E. (2017). Creole Against Creolization. Theory & Event, 26(2), 283-317.

Ferguson, I. (2017). Linguistics and Economics in the Caribbean. Retrieved from https://www.searchlight.vc/our-readers-opinions/2017/06/17/linguistics-and-economics-in-the-caribbean/

Forrester, C. (2017). Intersections of language rights and social justice in the Caribbean context. BoD–Books on Demand.

Hackert, S. (2017). Standards of English in the Caribbean. In World Englishes: New theoretical and methodological considerations (pp. 85).

Janiszewski, C. (2017). What does “Caliban’s Woman” Sound Like?: A study of Indo-Guyanese women’s emergent voice in the US. State University of New York at Albany.

Kachua, E. (2017). CREOLIZATION AS MODEL FOR TRADITION IN PLURAL SOCIETIES: THE CARIBBEAN EXPERIENCE. European Journal of Literature, Language and Linguistics Studies, 2(4).

Migge, B. (2017). Language styles, styling and language change in Creole communities. Journal of Pidgin and Creole Languages, 36(2), 395-422.

Mufwene, S. S. (2017). The emergence of creoles and language change. In The Routledge Handbook of Linguistic Anthropology (pp. 348-365). Routledge.

Satyanath, S. (2017). Standard-ness, national ideologies and their embedding in ‘sociolinguistic theory’. Asia-Pacific Language Variation, 8(2), 174-205.

Sindoni, M. G. (2017). Creole in the Caribbean: How oral discourse creates cultural identities. Journal des africanistes, (80-1/2), 217-236.

Zambrana, P.A.L. (2017). Creole languages in education and their role in shaping Caribbean identities: Models for integrating English lexifier creoles into school curricula in the eastern Caribbean. University of Puerto Rico, Rio Piedras (Puerto Rico).

 

What Should Happen in Language Classrooms?

 Embracing Linguistic Diversity 

https://youthblogsgy.wordpress.com/

"Guyanese Creoles" refers to the native languages spoken in Guyana, which have developed from a mixture of African, English, and Dutch languages.

Language is a colourful tapestry, with each thread representing a unique culture and identity. In Guyana, Creole shines as a vibrant part of this tapestry, reflecting our diverse heritage. Yet, its importance in classrooms has often been overlooked. However, recent research shows that embracing Creole can make a big difference. From making students feel confident to helping them understand each other better, using Creole alongside English can create a welcoming and supportive learning environment.

Let's break it down, shall we?

Embracing Creole can make a big difference in how students learn and grow.

• Creole is Important: Research in sociolinguistics emphasizes the importance of recognizing and valuing all linguistic varieties within a community (Grosjean, 2010). When teachers demonstrate respect for Creole in the classroom, students feel validated in their language and cultural identity, fostering a positive learning environment.
• Helping Students Feel Strong: Studies have shown that incorporating students' home languages into classroom instruction can enhance their self-esteem and motivation to learn (Cummins, 2001). By validating Creole-speaking students' linguistic skills, teachers empower them to engage more confidently in language learning.
• Understanding Each Other Better: Sociolinguistic research highlights the role of language in shaping social relationships and fostering intercultural understanding (Gumperz, 1982). By encouraging the use of both Creole and English in classroom communication, teachers promote empathy, respect, and cross-cultural dialogue among students.
• Learning by Doing: Communicative language teaching approaches advocate for experiential learning through real-life communication tasks (Richards & Rodgers, 2001). By providing opportunities for students to use Creole and English in authentic contexts, teachers facilitate language acquisition and promote language fluency.
• Getting Better at Both Languages: Studies on language transfer suggest that learners can leverage their knowledge of one language to facilitate the acquisition of another (Odlin, 1989). By recognizing the similarities and differences between Creole and English, students develop metalinguistic awareness and enhance their language proficiency in both languages.

Language Classrooms in Guyana

flickr.Photo

 Education must help to maintain and develop the languages spoken by the language communities of the territory where it is provided.

"Embracing Creole alongside English in language classrooms fosters a sense of cultural pride and belonging among students, empowering them to leverage their linguistic skills for effective communication and language acquisition." - Adapted from research on language education and Creole integration.

Picture a language class where learning feels fun, with students switching between Creole and English while playing games and telling stories. But it's not just fun; it helps them speak better. And there's more to it: learning about Guyanese culture, practicing all language skills, fair tests, and good materials.

 Let's see what can be done in language classrooms in Guyana

https://varthana.com/school/10-fun-classroom-activities-for-students-with-low-retention-power/

Fun Activities: Activities like storytelling or role-playing allow students to practice using both Creole and English in a relaxed and interactive setting, promoting language acquisition and fluency (Kong, 2016).

Research by Ellis (2019) shows that when teachers use games like Bingo Game, Gamilab, and group activities in a language class, it makes learning more interesting. These activities get students excited and involved in the lesson. When students are actively involved, they remember more and get better at the language. Activities like storytelling and role-playing are great because they let students use both Creole and English in a fun way. They can tell stories or act out scenes, which helps them practice the language without feeling stressed. This helps students learn the language better and feel more confident. Having fun in class also makes students feel good about learning. When they enjoy what they're doing, they're more likely to join in and try their best. This boosts their confidence in using the language and makes them more willing to speak up.

https://www.kaieteurnewsonline.com/images/2014/05/School-1.jpg

Guyanese Culture: Integrating Guyanese stories, songs, and traditions into language lessons helps students connect language learning with their cultural identity (Cummins, 2001). Imagine learning about your own traditions and stories in class – it makes learning more meaningful and interesting. Research by Gay (2010) backs this up, showing that when teachers include cultural content in lessons, students are more motivated and engaged. So, by integrating Guyanese culture into language lessons, teachers create a more engaging and meaningful learning experience for students. It connects language learning with their identity and helps them become more motivated and proficient in the language.

Practice All Skills: Providing opportunities for students to practice listening, speaking, reading, and writing in both Creole and English is essential for balanced language development (Richards & Rodgers, 2001). Imagine learning to play a musical instrument - you need to practice different skills like listening to music, playing it, reading notes, and writing your own songs. Similarly, practicing all these language skills helps students become better at both Creole and English. Research by Larsen-Freeman & Anderson (2011) shows that when students do different language activities, they become more skilled in using both languages. For example, listening to stories helps with understanding, speaking with friends improves communication, reading books enhances vocabulary, and writing sentences boosts grammar skills. So, by practicing listening, speaking, reading, and writing in both Creole and English, students become more proficient in both languages. It's like exercising different parts of the brain to become a better language learner overall.

https://education.gov.gy/en/index.php/projects/63-guyana-improving-teacher-education-project-gitep/1469-gitep-overview

Teaching Training: To be good language teachers, teachers need special training to help students use both Creole and English well (Cummins, 2001). It's like learning how to drive - you need to know the rules of the road to help others drive safely. Similarly, teachers need to learn teaching strategies to help students learn both languages effectively. Research by Freeman & Johnson (1998) shows that training programs for teachers that focus on teaching in two languages and language learning strategies can make teachers better at helping all kinds of students learn. These programs teach teachers how to understand the needs of different students and how to use the best methods to help them learn.

Tests and Homework: 

https://www.washoecountylibrary.us/resources/education/homework.php

Assessments should evaluate students' proficiency in both Creole and English to provide accurate feedback and support their language development (Brown, 2004).It's like a test in math that checks if you know addition and subtraction - in language class, tests should check if you know both Creole and English well. This helps teachers give students the right feedback and support to get better at both languages. Homework assignments that include tasks in both Creole and English are helpful (Richards & Rodgers, 2001). By testing students in both Creole and English and giving homework in both languages, teachers help students practice and improve their language skills in a balanced way. This supports students in becoming more proficient in both Creole and English.

                                    

                        

Good Materials:  

https://www.guyanapostonline.com/school-re-opening-will-feature-modified-learning-environment/ 

Having good materials to learn both Creole and English is really important (Brown, 2004). Imagine if you were trying to build something, but you didn't have the right tools, it would be really hard to do a good job. Similarly, having the right materials helps students learn languages better. Schools should have lots of different things like books, videos, and online stuff to help students learn (Cummins, 2001). Having lots of resources helps students learn in different ways and makes learning more fun. So, by providing lots of quality materials in both Creole and English, schools help students learn languages better. This makes learning more interesting and helps students become better at both Creole and English.

References:

Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.

Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Los Angeles, CA: California Association for Bilingual Education.

Ellis, R. (2019). Teaching and researching: Language learning strategies. London, UK: Routledge.

Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.

Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, MA: Harvard University Press.

Gumperz, J. J. (1982). Discourse strategies. Cambridge, UK: Cambridge University Press.

Kong, S. (2016). The effects of storytelling on speaking skills of university students. Journal of Education and Practice, 7(5), 103-107.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.

Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge, UK: Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge, UK: Cambridge University Press.

Solution for Language Policy in Guyana.

Classroom Solution Implications for Language Policy in Guyana

https://www.coe.int/en/web/language-policy/resources1

In Guyana, English is used for most official purposes, like government offices, schools, and businesses. It's the language used in written documents, official speeches, and formal conversations. However, the country is home to a rich tapestry of languages due to its diverse population.

Apart from English, many Guyanese speak Guyanese Creole, a language that developed from a mix of English, African languages, and other influences. Hindustani, a dialect of Hindi, is also spoken by many, particularly those of Indian descent. Additionally, various Indigenous languages like Arawak, Carib, and Wapishana are spoken by Indigenous communities across the country.

Guyana's language policy aims to respect and preserve this linguistic diversity. While English serves as the primary language for official purposes, the government recognizes and values the importance of other languages in Guyanese society. Efforts are made to support and promote the use of these languages within their respective communities, helping to maintain Guyana's cultural heritage and inclusivity.

https://education.gov.gy/en/index.php/component/tags/tag/ministry-of-education?start=200

The Ministry of Education's "Guyana Education Sector Strategy 2014-2018" emphasizes the importance of creating interactive and engaging learning environments to boost student participation and achievement (Ministry of Education, Guyana). This aligns with the research of Charlene Wilkinson, a noted scholar in Guyanese education, who emphasizes the effectiveness of culturally relevant teaching methods, including games and group activities, in enhancing learning experiences. In Guyana, where both Creole (Guyanese Creole) and English are widely spoken, leveraging games and group work that encourage communication in both languages emerges as a pivotal strategy to promote linguistic diversity and proficiency. By fostering interactive learning environments, educators can introduce activities such as storytelling, role-playing, and language games, effectively engaging students in meaningful language practice. This not only makes learning enjoyable but also fosters language acquisition and cultural appreciation. By integrating both Creole and English into classroom activities, students not only feel more connected to their linguistic heritage but also develop proficiency in English, crucial for academic and professional success. Incorporating games and group work that utilize both Creole and English signals a pivotal shift towards valuing linguistic diversity in education, promoting bilingualism, and enhancing language proficiency among students.

Wilkinson's research highlights the importance of integrating Guyanese culture into education to nurture students' sense of identity and pride. The "Guyana National Curriculum Reform 2014," which emphasizes the infusion of local content and cultural perspectives into teaching materials, underscores the intimate link between language and culture, enriching students' understanding of their cultural heritage and linguistic identity. By drawing upon folklore, historical narratives, and traditional music, educators can contextualize language learning within the broader cultural landscape of Guyana, instilling pride in students' linguistic heritage and fostering a sense of belonging within the classroom. This approach not only enhances cultural literacy but also promotes cultural diversity and inclusivity in education. Thus, by integrating Guyanese culture into education, the language policy would recognize and celebrate the intrinsic connection between language and culture, promoting cultural appreciation and identity formation among students.

Wilkinson also advocates for bilingual education that prioritizes the development of all language skills—listening, speaking, reading, and writing—in both Creole and English. This stance aligns with the "Guyana National English Language Policy," which emphasizes balanced language development and proficiency in both Creole and English for academic success and social integration (Ministry of Education, Guyana). Encouraging students to practice these skills in both languages supports a well-rounded approach to language learning. By providing diverse learning activities such as oral storytelling, group discussions, reading comprehension exercises, and writing assignments, teachers can facilitate language development across all skill domains. Providing ample opportunities for language practice enables students to build fluency and confidence in both languages, empowering them to communicate effectively in various contexts. This approach not only promotes linguistic diversity but also encourages students to value and embrace their multilingual abilities. Overall, emphasizing the development of listening, speaking, reading, and writing skills in both Creole and English underscores the importance of balanced language development and promotes bilingualism and biliteracy as educational objectives.

Furthermore, the "Guyana Education Sector Plan 2014-2018" underscores the importance of continuous professional development for teachers to enhance their pedagogical skills, particularly in bilingual instruction. Equipping teachers with the necessary skills and knowledge to effectively teach in both Creole and English is essential for implementing a bilingual approach. Professional development programs could focus on strategies for bilingual instruction, cultural sensitivity, and effective communication techniques. By investing in teacher training, educational authorities can ensure that educators are well-prepared to support students' language development and academic success, enhancing teaching quality and promoting inclusive education practices that cater to the linguistic needs of diverse learners. Therefore, providing training for teachers to effectively teach in both Creole and English becomes a fundamental aspect of the language policy, aligning with the objectives outlined in the "Guyana Education Sector Plan 2014-2018" (Ministry of Education, Guyana). This emphasis on continuous professional development for educators is crucial for enhancing teaching quality and improving student learning outcomes across Guyana.

Moreover, Wilkinson, DeLiseer, Devonish, and Jeffery's article emphasizes the importance of assessing language proficiency in both Creole and English to ensure fair evaluation practices and support students' language development. Implementing assessments that evaluate proficiency in both Creole and English offers a holistic view of students' language skills, guiding instructional practices, and enhancing student learning outcomes. These assessments align with the "Guyana National English Language Policy," which recognizes the importance of evaluating language proficiency in both Creole and English to promote language development and academic success (Ministry of Education, Guyana). Therefore, these assessments support the policy's emphasis on balanced language development by providing valuable insights into students' language abilities in both Creole and English.

Additionally, the "Guyana National Curriculum Reform 2014" emphasizes providing schools with quality learning materials to support effective teaching and learning practices. Ensuring schools have access to diverse language learning materials, including both Creole and English resources like books and videos, promotes equitable resource distribution. By investing in quality materials, educational authorities can support effective teaching practices that cater to Guyana's linguistic and cultural diversity, promoting language proficiency, cultural literacy, and academic excellence. Therefore, ensuring access to resources in both Creole and English is a priority under the language policy, facilitating effective language instruction and enhancing student engagement.

The proposed changes in language education in Guyana, as outlined in the Ministry of Education's policies and supported by educational advocates like Charlene Wilkinson, represent a significant step towards promoting linguistic diversity, cultural appreciation, and academic excellence. By emphasizing interactive learning environments, integrating Guyanese culture into education, fostering balanced language development, providing professional development for teachers, and ensuring equitable assessment practices and access to quality learning materials in both Creole and English, the language policy would reflect a holistic approach to language education. These initiatives would not only enhance students' language proficiency but also nurture their cultural identity and pride, preparing them for success in an increasingly interconnected and multicultural world. By embracing these changes, Guyana can build a more inclusive and vibrant education system that celebrates its linguistic and cultural heritage while equipping students with the skills and knowledge to thrive in the global community.

References 

De Lisser, T. N.,  Devonish, H.,  Jeffrey, R., &  Wilkinson, C. (2018). Creolese and a language education policy. Creolese and a language education policy | Faculty of Education & Humanities. https://feh.uog.edu.gy/news/creolese-and-language-education-policy 

Goring, D. (2023, October 1). Promoting bilingual education towards preserving the Wapishana language. Guyana Chronicle. https://guyanachronicle.com/2023/10/01/promoting-bilingual-education-towards-preserving-the-wapishana-language/ 

Wilkinson , C., &  Banwarie, K. (2011, November 2). The charter on language policy and language rights in the Creole-speaking Caribbean. Stabroek News. https://www.stabroeknews.com/2011/11/03/features/history-this-week/the-charter-on-language-policy-and-language-rights-in-the-creole-speaking-caribbean/