Pidgins and Creoles as Resources in the

ClassroomBy:

Abdul Majid Robiansyah

Muhammad Ainul Muiz

Nawan Riyan Zufar

Winny Nurbayti

Outlines

• Attitudes toward Pidgin and Creole Language

• Origins and Development of Pidgins and Creoles

• Theoretical and Methodological Issue

• Structure and Functions of a Creole

• An English Creole of South Carolina

• Pidgins and Creoles as Resources in the Classroom

• Summary

Introduction

• 20 years ago, Nicholas with a young African American boy,

• Driving through a big four-wheelers (Weccamaw Neck in Coastal South Carolina)

• The boy was native creole of Gullahcloser to standard English of Nicholas

• B: He gon catch we back, N: huh? B: He gon catch us again!

• Gon auxiliary for future

Introduction

• Some new teacher design some students to be their translator

• In 4 years, the African-American students (girls) were able to switch both of the language varieties.

• Boys were rejected to use the formal language

• When the teacher assessed students to read a script of their speaking transcribe, some of them use standard English for oral reading.

Attitudes toward Pidgin and Creole Language

Pidgin and creole, which are essentially new language varieties created out of old cloth.

They are typically spoken, they are often viewed with disdain by both their user and by society at large, do not have a respected body of written literature

Inaccurate, incompletely version of prestige language.

The low prestige of pidgin or creole language varieties in most school setting can inhabit, and even prevent, educational success.

Origins and Development of Pidgins and Creoles

• Pidgin and creoles are linked an a continuum of language development

• Pidgins arise when people of many language backgrounds engage in extensive trading or forced labor, often in coastal areas near major seaports.

• Harris(1986) 3 conditions needed for emergence of pidgin language : Lack of effective bilingualism, need to communicate, restricted access to target language.

• A creole can develop from a pidgin language if certain social condition come into play.

• Speaker of creole typically use it as a first language, whereas speakers of a pidgin use it as a second, third, or even fourth language.

Theoretical and Methodological Issue

Derek Bickert

on• Bioprogram Theory

Carol Myers-

Scotton• Code-switching

Structure and Functions of a Creole

• English :

Adjective : Ee hard, John?

Nouns : My stomach ee roll.

Verbs : That lady look to the bottom.

Structure and Functions of a Creole (Cont.)

• Gullah language :

Lack of verbal inflection of tense

“Me and Daryl hear a car say”

Lack of nominal inflections for possessive

“And then Teria dog”

Preverbal markers of speech

“Teria dog done get him”

An English Creole of South Carolina

• To discover the prominent differences between their students’ language and their own.

• To understand the learning styles of multiethnic and multilingual students.

Pidgins and Creoles as Resources in the Classroom

• Teacher has to understand students as quickly and as well as possible.

• Pidgin and creole languages are used as language of instruction. Reports by Jeff Siegel (1993) about the use of pidgin and creole in

Australia.

• Early education succeeds if conducted in the child’s native language.Support the use of pidgin

and creole in the classroom

Against the use of pidgin and creole in the classroom

Pidgins and Creoles as Resources in the Classroom (cont.)

• Teachers must know something about language and cultures of their students to develop relevant curricula.

• A variety of school community undertaking;• Collaborative ethnographic studies by school and university-

based collaborators,

• Afterschool literacy programs conducted and school visits by

parents and community members,

• Interactive journals between teachers and parents, and

• Community-based research conducted by teachers and students

Summary

• Pidgin and creole languages are new languages which are needed to communicate each other by people from different background in a certain circumstance.

• Teacher must aware and understand toward the difference of students’ background in the classroom.

• Teacher has to know the goal of the learning process and should know about students’ language and culture.

Thank you