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Language
and community - Factors affecting
language
By
Debbie Harris, Contributor
THERE
ARE several features of Creoles and
Creole-influenced vernacular which
make them different from Standard
English. These features may be categorised
as grammar, sound, vocabulary and
semantics. Within Creole grammar,
for example, nouns, verbs and pronouns
are not treated in the same way in
which they are in Standard English
[SE]. Standard English nouns are marked
with 's' to illustrate plurality as
in 'books', however in Jamaican Creole
[JC] plurality is shown by the use
of the word 'dem' as in 'buk dem'.
(Polard: 1993) [See Syllabus - Pg.
13 - 14]
Upon
observation and study of such similar
features you might be able to conclude
that there are enough differences
to suggest that Creole speakers for
whom Creole is their native tongue
and who are learning SE will employ
various language learning strategies
to deal with the task of acquiring
SE. The JC speaker may over-generalise
the rules of SE and regularise its
patterns which often lead to hypercorrection;
transfer many of the devices and distinctions
of the Creole; avoid 'difficult' structures
and rely on non-linguistic methods
of communicating; and/or create his
own patterns which are not a direct
reflection or patterns heard of seen.
(Roberts, 2002: 116) Use of any of
these strategies is common to second-language
learners of all languages and there
are social, political and other cultural
factors which will influence the development
of language and other related communicative
behaviours of the learner. The following
are some of the factors affecting
language:
1.
SOCIAL FACTORS:
*
Interaction with peers
*
Media
*
Interaction with others [different
age groups]
*
Structure of the society cultural
plurality [several cultural groups
existing in the same environment
2.
ENVIRONMENTAL FACTORS:
*
Occasion determines the register
[formal or informal]
*
Interaction in the home [What registers
are used? How do members relate to
each other?]
*
Church ceremonial language is
used
*
School language of instruction
and interaction with peers
3.
HISTORICAL FACTORS:
*
Slavery and plantation life
*
Dispersion of tribes on the plantations
and in colonies
*
The need to communicate
*
Sovereignty who colonised which
territory
4.
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
5.
ECONOMIC FACTORS
*
Availability of materials which foster
language development
*
Exposure to modes of communication
*
Travel
6.
GEOGRAPHIC LOCATION
*
Rurality vs urbanisation
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 to 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. Until next week, walk
good!
References:
Polard,
Velma 1993, From Jamaican Creole to
Standard English. A handbook for Teachers,
Caribbean Research Centre, New York:
Medgar Evers College.
Roberts,
Peter 2002. West Indians and their
Languages, Cambridge
University Press.
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