This page contains information about grammar, orthography and phonology
- Grammar -
1) The pronominal system
- The pronominal system of SE has a three-way distinction of person, singular/plural and gender. Compared to JC there are a lot of differences.
mi - Singular ....... wi- Plural
yu -Singular ...... unu- Plural
im(s/he)-Singular......dem- Plural
i(it)
- gender is lacked; except for a distinction between ‘common’ and ‘neuter’ in 3rd person
- SE pronouns are marked for case; there must be distinguished between I and me, him/her from he/she, they from them
- These distinctions do not exist in the JC system;
im can be translated he/him/she/her
wi can be translated us
dem can be translated they/them
- possessive pronouns like my, your, his, her, its, our, their are lacking in JC
- simple pronouns like shown above function as possessive pronouns
mi buk ......my book
yu buk ......your book
dem buk .....their book
2) Tense and aspect marking
- in SE past tense is either marked with the suffix -ed or -t, by a sound change like sing sang or are identical with the present form like put or hit
- aspect refers to it's (tense) completion or non-completion;i.e. I am walking (imperfective, non complete); I have walked (perfective, complete)
- aspect is expressed by using auxiliary verbs like be or have
- tense/aspect system of JC is fundamentally unlike that of English
- there are 2 preverbial particles: en and a
- they are no verbs; they are simply invariant particles which cannot stand alone like the English ‘to be’
- their functions differs also from the English
en is called a ‘tense indicator’
a is called the ‘aspect marker’
- there are no morphological marked past tense forms corresponding to English
Mi ron ........I run (habitually); I ran
Mi a ron ........I am running
Mi ena (en+a) ron ...........I was running
Mi en ron ..........I have run; I had run
3) Plural Marking
- plural in English is marked on most nouns, except of personal names and nouns refering to uncountable masses
- JC doesn't mark the plural of nouns, except of animate nouns; those are followed by the affix -dem
di wuman-dem .......the women
di tiicha-dem........ the teachers
4) Use of the copula
• the JC particle 'a' is required e.g.: Mi a rait ....... I am writing
• the JC equative verb is also 'a' e.g.: Mi a di tiicha .......I am a teacher
• JC has a separate locative verb 'de' e.g.: Wi de a London .....We are in London
• with true adjectives in JC no copula is needed; adjectives are a special class of verbs
e.g.: Mi taiad nou .......I am tired now
5) Negation
- JC negator ‘no’ used in present
Wi no de a London ......We are not in London.
Mi naa (no +a) ron ......I’m not running.
- ‘neba’ or ‘neva’ used only in past
Mi neba nuo dat .....I didn’t know that.
Nobadi neva sii im ......Nobody never saw him.
6) Prepositions
- JC uses the preposition a where English would often use in, at or to
Mi de a yaad .....I am in the yard.
Im de a skuul ........He is at school.
Im waant to go a skuul .......He wants to go to school.
Sunday, October 25, 2009
Types of Caribbean English
There are a number of different varieties of English spoken in the Caribbean. These include:
1.Foreign English is spoken by tourists,outsiders and expatriates from countries where English is a major language.It is sometimes imitated by the West Indians.It may also be spoken by Caribbean nationals who try to imitate the accent of tourists with whom they associate.
2.Erudite English contains features which indicate that the speaker is conversant with words, phrases and idiomatic expressions especially older ones and foreign ones which are considered to be difficult.
3.Colloquial English is typically West Indian without being creole English.It is marked by differences in pronunciation, pitch and syntax.
4.Rasta English is the jargon used by Rastafarian group. This variety of english was made popular by the Rastafarian cult which consists of biblical and apocalyptic words; words related to Africa or things African; punning of playing on words and "I" words.
5.Radio and Television English relates to sound of human voice in the electronic media. It can be divided into four categories -newscasts, music programmes, advertisements and general public features.
6.Profane English is used in conjunction with impolite and shocking obscenities that are used when cursing. It involves swearing, and reference to God, religious things, sex, sexual organs and practices.
1.Foreign English is spoken by tourists,outsiders and expatriates from countries where English is a major language.It is sometimes imitated by the West Indians.It may also be spoken by Caribbean nationals who try to imitate the accent of tourists with whom they associate.
2.Erudite English contains features which indicate that the speaker is conversant with words, phrases and idiomatic expressions especially older ones and foreign ones which are considered to be difficult.
3.Colloquial English is typically West Indian without being creole English.It is marked by differences in pronunciation, pitch and syntax.
4.Rasta English is the jargon used by Rastafarian group. This variety of english was made popular by the Rastafarian cult which consists of biblical and apocalyptic words; words related to Africa or things African; punning of playing on words and "I" words.
5.Radio and Television English relates to sound of human voice in the electronic media. It can be divided into four categories -newscasts, music programmes, advertisements and general public features.
6.Profane English is used in conjunction with impolite and shocking obscenities that are used when cursing. It involves swearing, and reference to God, religious things, sex, sexual organs and practices.
Wednesday, October 21, 2009
Non-Verbal communication
The Six Types of Nonverbal Communication
There are six main types of nonverbal communication.
You're probably familiar with most, but may be surprised by the more obscure types.
Apply your self-observation skills to your nonverbal communication habits and see if you can't discover ways in which you might become a more effective communicator!
Facial Expressions
Of all the types of nonverbal communication, this may be one of the most noticeable. We all examine each others' faces as we talk, gleaning information to confirm that the meaning is received as it is delivered.
Smiling is one facial expression that is likely to put other people at ease and make them feel accepted and comfortable. You exude happiness and encouragement when you smile, so try to add it to more of your conversations.
Scowling, chewing your lip, and raising your eyebrows can all signal different meanings, so it is important to be aware of how your face looks during a conversation.
Eye Contact
This is a big one. We learned all about it in Speech class! The hard part is that it can feel uncomfortable. For some it may feel too intimate, for others it may feel challenging. No matter how it makes you feel, though, it is an essential tool in your nonverbal communication toolbox as it makes the other person feel heard, respected, and important.
Of course, I don't advocate staring as that can be rude! But making good, consistent eye contact can elevate your status as a great conversationalist.
Gestures
Gestures are another one of the types of nonverbal communication. They can add warmth and personality to a conversation. If you're not a big hand gesture person, remember at least to nod your head appropriately. This is an easy way to show that you are listening to, understanding, and connecting with the speaker.
Posture and Body Orientation
How you walk, talk, stand, and sit sends a lot of messages to others. Think of the times you've felt nervous at a party…your posture most certainly gave you away. Letting your body relax, having fluid smooth movements, and facing your conversation partner all indicate confidence and engaging conversation skills.
Proximity
The physical distance between you and others signals your level of intimacy and comfort. If someone you don't know stands too close or touches too often, you will probably begin to feel uncomfortable. Make sure you're aware of others' body language in response to your presence -- this can be especially important for those who want to impress!
Paralinguistics
This is really just describing how your voice sounds. It includes your:
Tone
Pitch
Rhythm
Loudness
Inflection
This type of nonverbal communication is most noticeable when someone uses their voice to indicate a different meaning than their stated words. You know, that passive-aggressive tactic that we all use at some time or another. Like when you're having an argument with your husband and you say, "I'm not angry!"
Ha!
Trying to keep your words and your paralinguistics in sync will help keep your messages clear, understandable, and less likely to be misinterpreted.
There are six main types of nonverbal communication.
You're probably familiar with most, but may be surprised by the more obscure types.
Apply your self-observation skills to your nonverbal communication habits and see if you can't discover ways in which you might become a more effective communicator!
Facial Expressions
Of all the types of nonverbal communication, this may be one of the most noticeable. We all examine each others' faces as we talk, gleaning information to confirm that the meaning is received as it is delivered.
Smiling is one facial expression that is likely to put other people at ease and make them feel accepted and comfortable. You exude happiness and encouragement when you smile, so try to add it to more of your conversations.
Scowling, chewing your lip, and raising your eyebrows can all signal different meanings, so it is important to be aware of how your face looks during a conversation.
Eye Contact
This is a big one. We learned all about it in Speech class! The hard part is that it can feel uncomfortable. For some it may feel too intimate, for others it may feel challenging. No matter how it makes you feel, though, it is an essential tool in your nonverbal communication toolbox as it makes the other person feel heard, respected, and important.
Of course, I don't advocate staring as that can be rude! But making good, consistent eye contact can elevate your status as a great conversationalist.
Gestures
Gestures are another one of the types of nonverbal communication. They can add warmth and personality to a conversation. If you're not a big hand gesture person, remember at least to nod your head appropriately. This is an easy way to show that you are listening to, understanding, and connecting with the speaker.
Posture and Body Orientation
How you walk, talk, stand, and sit sends a lot of messages to others. Think of the times you've felt nervous at a party…your posture most certainly gave you away. Letting your body relax, having fluid smooth movements, and facing your conversation partner all indicate confidence and engaging conversation skills.
Proximity
The physical distance between you and others signals your level of intimacy and comfort. If someone you don't know stands too close or touches too often, you will probably begin to feel uncomfortable. Make sure you're aware of others' body language in response to your presence -- this can be especially important for those who want to impress!
Paralinguistics
This is really just describing how your voice sounds. It includes your:
Tone
Pitch
Rhythm
Loudness
Inflection
This type of nonverbal communication is most noticeable when someone uses their voice to indicate a different meaning than their stated words. You know, that passive-aggressive tactic that we all use at some time or another. Like when you're having an argument with your husband and you say, "I'm not angry!"
Ha!
Trying to keep your words and your paralinguistics in sync will help keep your messages clear, understandable, and less likely to be misinterpreted.
The Communication Process
Check out this SlideShare Presentation:
The Communication Process
View more presentations from anakarinapereira.
Thursday, October 15, 2009
Communication Studies Worksheet
Instruction: Read the questions then answer all the questions.
1.List five compound words that exist in the Creole English spoken in your territory which are derived from English words but with non-English meaning.
2.Identify the features of Creole English that is/are present in the following sentences:
(i) If you come back tomorrow you go see my sister.
(ii) Me done talk.
(iii) No worry me, you wi get it when the right time come.
(iv) I know hi modda for a long time.
(v) Mi vex wid de boy dem.
(vi) Mi big sister dark yu see but mi younger sister is de opposite; she have belly already.
(vii) When we gat to de fording de win and rain was so bad we had to back back.
(viii) Di house ketch fiya an de brigade had to out out it.
(ix) Fi wi team paly football like dem fool fool.
(x) Im get new hair style mi chile.
3. Translate the following Rastafarian Speech into Standard English.
/aidrin/ /di uondli chaaj
Dat ai an ai az a
Rasta aidrin av/
Is di erb/siin ai
Duo av no mo chaaj/
4. Read the following consultative conversation between a policeman and a motorist and discuss the different ways that the power relationship is evident.
Policeman:“So you said you witnessed the accident at two o’clock this
afternoon?”
Motorist: “Yes, and it was caused when the red Ford ran the stop light.”
Policeman:“Are you sure you were present during the entire incident?”
Motorist:“Yes, Officer. I saw everything and the red car was at fault.”
Policeman:“Two o’clock it was?”
Motorist:“That’s correct. Will this take much longer? I have to pick up my....”
Policeman:“Are you sure the light was red?”
Motorist:“I just SAID that officer. CAN I go now?”
Policeman:“I’m not quite through with my investigation yet.”
5.Identify at least two words (related to place names, cultural practices, foods or objects) used in your country that are derived from the following languages or dialects:
(i) Amerindian indigenous language
(ii) Dutch
(iii) French
(iv) Spanish
(v) East Indian
(vi) African ancestral languages
(vii) American English
6.Read the extract and answer the questions that follow:
“Put in another application when your English has improved, “Mr. Channer said, without looking up from the Sunday Times . “Customers simply won’t understand you, dear.” With that, he was finished. Just another dismissal that makes you know your place. At least he said it. Others simply gave you the silent treatment, the condescending stare or the look of pity as if you commit a crime not to talk like them. Where should she go now? The boarding house, the silent hall way and more of that disgusting shepherd’s pie. Longing for country made her sick; the labrish on verandahs until late when you bust a laugh as you please; the anansi stories under the moon light brought a wave of longing that made her dizzy.
In an essay of 500 words discuss:
(a) The attitudes towards dialectal variation evident from Mr. Channer’s speech at the start of the extract;
(b) the linguistic factors that contribute to the alienation that the young lady in the excerpt feels.
(c) the impact of this experience on her sense of identity.
(d) the ways in which a video depiction of this scenario would serve to highlight her alienation and sense of longing. (25 marks)
1.List five compound words that exist in the Creole English spoken in your territory which are derived from English words but with non-English meaning.
2.Identify the features of Creole English that is/are present in the following sentences:
(i) If you come back tomorrow you go see my sister.
(ii) Me done talk.
(iii) No worry me, you wi get it when the right time come.
(iv) I know hi modda for a long time.
(v) Mi vex wid de boy dem.
(vi) Mi big sister dark yu see but mi younger sister is de opposite; she have belly already.
(vii) When we gat to de fording de win and rain was so bad we had to back back.
(viii) Di house ketch fiya an de brigade had to out out it.
(ix) Fi wi team paly football like dem fool fool.
(x) Im get new hair style mi chile.
3. Translate the following Rastafarian Speech into Standard English.
/aidrin/ /di uondli chaaj
Dat ai an ai az a
Rasta aidrin av/
Is di erb/siin ai
Duo av no mo chaaj/
4. Read the following consultative conversation between a policeman and a motorist and discuss the different ways that the power relationship is evident.
Policeman:“So you said you witnessed the accident at two o’clock this
afternoon?”
Motorist: “Yes, and it was caused when the red Ford ran the stop light.”
Policeman:“Are you sure you were present during the entire incident?”
Motorist:“Yes, Officer. I saw everything and the red car was at fault.”
Policeman:“Two o’clock it was?”
Motorist:“That’s correct. Will this take much longer? I have to pick up my....”
Policeman:“Are you sure the light was red?”
Motorist:“I just SAID that officer. CAN I go now?”
Policeman:“I’m not quite through with my investigation yet.”
5.Identify at least two words (related to place names, cultural practices, foods or objects) used in your country that are derived from the following languages or dialects:
(i) Amerindian indigenous language
(ii) Dutch
(iii) French
(iv) Spanish
(v) East Indian
(vi) African ancestral languages
(vii) American English
6.Read the extract and answer the questions that follow:
“Put in another application when your English has improved, “Mr. Channer said, without looking up from the Sunday Times . “Customers simply won’t understand you, dear.” With that, he was finished. Just another dismissal that makes you know your place. At least he said it. Others simply gave you the silent treatment, the condescending stare or the look of pity as if you commit a crime not to talk like them. Where should she go now? The boarding house, the silent hall way and more of that disgusting shepherd’s pie. Longing for country made her sick; the labrish on verandahs until late when you bust a laugh as you please; the anansi stories under the moon light brought a wave of longing that made her dizzy.
In an essay of 500 words discuss:
(a) The attitudes towards dialectal variation evident from Mr. Channer’s speech at the start of the extract;
(b) the linguistic factors that contribute to the alienation that the young lady in the excerpt feels.
(c) the impact of this experience on her sense of identity.
(d) the ways in which a video depiction of this scenario would serve to highlight her alienation and sense of longing. (25 marks)
Factors Influencing Language
Historical Factors
Langauge situation in any country can be likned directly to historical factors. Colonisation is in fact the greatest factor responsible for the spread of certain languages to diverse geographical locations. The language is of slavery and plantation life. It looks at the dispersion of tribes on plantations and colonies. The need to communicate and peals with sovereignty (take on the language of the colony that took over).These factors are often related to colonization or migration. For example, French and English are spoken in Canada today because it was the scene of several conflicts between France and England in the 17th and 18th centuries.
Social Factors
Social dominance of agroup enusres that its dialect becomes the one that assumes the place of importance in society.Social factors affect interaction with peers. It affects how you communicate with others of different age group and by structure in society.
Cultural factors ensure that the social dominance of a group ensures that its dialect becomes the one that assumes the place of importance in the society and is considered to be standard language of that society. Much of the dynamism of a language is a result of constant social change and the emergence of new cultural phenomena. However, the elements of social and economic class always affect attitudes to and choice of language. For example, persons seeking to be recognized as part of a certain social group may deliberately cultivate the language or dialect of that group although they do not normally speak that dialect. Sometimes persons may switch from one variety of language to another throughout the day while they interact in different social settings. Social factors also determine which types of language are considered desirable and which ones are improper.
Global movement of people has been a major influence on language. Migrants and refugees are eager to assimilate quickly to the new culture as they can, to facilitate their ability to fit in with their society. As generations are born into new culture much of their original language is lost.
Acculturation or assimilating of the new culture affects the language of immigrants; sometimes the language of the host country also undergoes change as a result of the new cultural influences. The coexistence of different languages from different languages from different cultures in a society results in linguistic changes in all the languages and the nature of the cultural changes determines which language is more widely influential and what types of change take place.
Interaction with peers
Media
Interaction with others [different age groups]
Structure of the society – cultural plurality [several cultures groups existing in the same environment]
ENVIRONMENTAL FACTORS
Environmental factors affects the present occasion. Meaning, it affects the function you attend. It affects the register that you use and it helps you to determine what kind of register should be used. This factor affects interaction within your home; the language used at church (ceremonial); the school language, where the language is one of interaction with peers and instruction.
EDUCATIONAL FACTORS
Level of educational background
Availability of educational materials which foster the development of language
The teacher
Interaction with students during class
Accessibility of and exposure to training
Level of literacy
GEOGRAPHIC LOCATION
Rurality vs. urbanization
These factors give rise to the issues which perpetuate the prevailing attitudes, both negative and positive, to language in Jamaica and some other territories in the Caribbean. Discuss among your friends the attitudes the Standard English and Jamaican Creole which you have observed; remember that you need to be able to analyse such in the Analytical section of the Internal Assessment.
EDUCATIONAL – This deals with the level of educational background. The availability of educational materials has helped to increase the development of language. Teachers help in the development of education with the interaction with the class.
ECONOMIC – The availability of material to improve education. Traveling helps in the development because by traveling, more exposure is gained.
POLITICAL – The official language of a country is normally indicated in the national constitution or other official sources. Recognition given to other languages is also a political or government decision. Most countries maintain the assigned status of their languages regardless of political change. In some countries language is significantly influenced by political events. Language policy determines which languages will be taught in schools, or used for particular official purposes. The policy may either promote or discourage the use of a particular language or languages. At other times it is designed to protect an ethnic language that may be in danger of disappearing.
Political influences on language can determine the extent to which minority languages or dialect are accepted, recognized or utilized in a society. Political decisions on language are sometimes taken to promote national identity.
Langauge situation in any country can be likned directly to historical factors. Colonisation is in fact the greatest factor responsible for the spread of certain languages to diverse geographical locations. The language is of slavery and plantation life. It looks at the dispersion of tribes on plantations and colonies. The need to communicate and peals with sovereignty (take on the language of the colony that took over).These factors are often related to colonization or migration. For example, French and English are spoken in Canada today because it was the scene of several conflicts between France and England in the 17th and 18th centuries.
Social Factors
Social dominance of agroup enusres that its dialect becomes the one that assumes the place of importance in society.Social factors affect interaction with peers. It affects how you communicate with others of different age group and by structure in society.
Cultural factors ensure that the social dominance of a group ensures that its dialect becomes the one that assumes the place of importance in the society and is considered to be standard language of that society. Much of the dynamism of a language is a result of constant social change and the emergence of new cultural phenomena. However, the elements of social and economic class always affect attitudes to and choice of language. For example, persons seeking to be recognized as part of a certain social group may deliberately cultivate the language or dialect of that group although they do not normally speak that dialect. Sometimes persons may switch from one variety of language to another throughout the day while they interact in different social settings. Social factors also determine which types of language are considered desirable and which ones are improper.
Global movement of people has been a major influence on language. Migrants and refugees are eager to assimilate quickly to the new culture as they can, to facilitate their ability to fit in with their society. As generations are born into new culture much of their original language is lost.
Acculturation or assimilating of the new culture affects the language of immigrants; sometimes the language of the host country also undergoes change as a result of the new cultural influences. The coexistence of different languages from different languages from different cultures in a society results in linguistic changes in all the languages and the nature of the cultural changes determines which language is more widely influential and what types of change take place.
Interaction with peers
Media
Interaction with others [different age groups]
Structure of the society – cultural plurality [several cultures groups existing in the same environment]
ENVIRONMENTAL FACTORS
Environmental factors affects the present occasion. Meaning, it affects the function you attend. It affects the register that you use and it helps you to determine what kind of register should be used. This factor affects interaction within your home; the language used at church (ceremonial); the school language, where the language is one of interaction with peers and instruction.
EDUCATIONAL FACTORS
Level of educational background
Availability of educational materials which foster the development of language
The teacher
Interaction with students during class
Accessibility of and exposure to training
Level of literacy
GEOGRAPHIC LOCATION
Rurality vs. urbanization
These factors give rise to the issues which perpetuate the prevailing attitudes, both negative and positive, to language in Jamaica and some other territories in the Caribbean. Discuss among your friends the attitudes the Standard English and Jamaican Creole which you have observed; remember that you need to be able to analyse such in the Analytical section of the Internal Assessment.
EDUCATIONAL – This deals with the level of educational background. The availability of educational materials has helped to increase the development of language. Teachers help in the development of education with the interaction with the class.
ECONOMIC – The availability of material to improve education. Traveling helps in the development because by traveling, more exposure is gained.
POLITICAL – The official language of a country is normally indicated in the national constitution or other official sources. Recognition given to other languages is also a political or government decision. Most countries maintain the assigned status of their languages regardless of political change. In some countries language is significantly influenced by political events. Language policy determines which languages will be taught in schools, or used for particular official purposes. The policy may either promote or discourage the use of a particular language or languages. At other times it is designed to protect an ethnic language that may be in danger of disappearing.
Political influences on language can determine the extent to which minority languages or dialect are accepted, recognized or utilized in a society. Political decisions on language are sometimes taken to promote national identity.
Saturday, October 3, 2009
The Caribbean Territories
The Caribbean Territories
They are Spanish, Dutch, English and French
1.Spanish Speaking Territories
The following countries Cuba, Dominican Republic, and Puerto Rico are all Spanish speaking countries. All these countries use Spanish as an official and universally spoken language. They also use a non-standard Spanish dialect.
2.French Speaking Territories
Haiti, Martinique, Guadeloupe and French Guiana all have French as the official or standard language. Other languages variously called Haitian Creole, Haitian, or French Creole, Creole or patois exist.
3.Dutch Speaking Territories
Suriname, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, St. Eustatius, and St. Marteen) are all Dutch speaking territories. In Curacao for example, in 1983 preparations were made for making Papiamentu the official national language with Spanish and English as the official second languages, while preserving Dutch as the language of post primary education for at least ten years.
In Suriname the mass vernacular, Sranan, exist alongside minority languages and ethnic vernaculars such as Javanese, Hindi, Ndjuka, Saramaccan and Amerindian.
4.English Speaking Territories
The countries that fall under the English speaking territories are Jamaica, Trinidad and Tobago, Antigua, St. Kitts, Montserrat, St. Vincent, St. Lucia, Nevis and Antigua. They share English as the official language. This group is very diverse. There is monolingualism, bilingualism, multilingualism, diglossia, and post-Creole continuum.
Trinidad has several other languages other than English. There are French Creole, Spanish, Bhojpuri that serve as the media of everyday communication in most rural communities, and a post Creole English serves as the mass vernacular.
In St. Lucia and Dominica the English speaking rural and urban populations’ daily interaction is by way of a French-based Creole.
In Grenada the English is strongly influenced by a French Creole.
The U.S. and British Virgin Islands have a Post Creole English and all the other territories, an English Creole.
Jamaica falls in the latter group, having English as its official and standard language and English Creole as its mass vernacular.
The Linguistic Diversity gives rise to language situations ranging from monolingual, bi-dialectal, bilingual, diglossic to monolingual and continuum.
The U.S. and British Virgin Islands reflect a bi-dialectal situation in which the official language is English and the mass vernacular is post-Creole English.
Multilingual situations are evident in Belize, Trinidad and Suriname.
A diglossic situation exists in Haiti and the French West Indies. However a bilingual situation exists in St. Lucia and the Netherlands Antilles while a continuum exits in other English speaking territories where the official language is English and the mass vernacular is English Creole.
They are Spanish, Dutch, English and French
1.Spanish Speaking Territories
The following countries Cuba, Dominican Republic, and Puerto Rico are all Spanish speaking countries. All these countries use Spanish as an official and universally spoken language. They also use a non-standard Spanish dialect.
2.French Speaking Territories
Haiti, Martinique, Guadeloupe and French Guiana all have French as the official or standard language. Other languages variously called Haitian Creole, Haitian, or French Creole, Creole or patois exist.
3.Dutch Speaking Territories
Suriname, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, St. Eustatius, and St. Marteen) are all Dutch speaking territories. In Curacao for example, in 1983 preparations were made for making Papiamentu the official national language with Spanish and English as the official second languages, while preserving Dutch as the language of post primary education for at least ten years.
In Suriname the mass vernacular, Sranan, exist alongside minority languages and ethnic vernaculars such as Javanese, Hindi, Ndjuka, Saramaccan and Amerindian.
4.English Speaking Territories
The countries that fall under the English speaking territories are Jamaica, Trinidad and Tobago, Antigua, St. Kitts, Montserrat, St. Vincent, St. Lucia, Nevis and Antigua. They share English as the official language. This group is very diverse. There is monolingualism, bilingualism, multilingualism, diglossia, and post-Creole continuum.
Trinidad has several other languages other than English. There are French Creole, Spanish, Bhojpuri that serve as the media of everyday communication in most rural communities, and a post Creole English serves as the mass vernacular.
In St. Lucia and Dominica the English speaking rural and urban populations’ daily interaction is by way of a French-based Creole.
In Grenada the English is strongly influenced by a French Creole.
The U.S. and British Virgin Islands have a Post Creole English and all the other territories, an English Creole.
Jamaica falls in the latter group, having English as its official and standard language and English Creole as its mass vernacular.
The Linguistic Diversity gives rise to language situations ranging from monolingual, bi-dialectal, bilingual, diglossic to monolingual and continuum.
The U.S. and British Virgin Islands reflect a bi-dialectal situation in which the official language is English and the mass vernacular is post-Creole English.
Multilingual situations are evident in Belize, Trinidad and Suriname.
A diglossic situation exists in Haiti and the French West Indies. However a bilingual situation exists in St. Lucia and the Netherlands Antilles while a continuum exits in other English speaking territories where the official language is English and the mass vernacular is English Creole.
Subscribe to:
Posts (Atom)