IN
THIS ISSUE (No.6) |
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| REPORTS |
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Australia
“I
am a speech pathologist working in Katherine, Northern Territory.
My role as a speech pathologist entails the assessment of children
and adults who use Kriol.”
From:
From:
“We
will be offering a new unit at B.Ed level (400) entitled ‘English
Based Language and the Aboriginal Student’ in Semester 2 this
year. The lecturer will be Joyce Hudson.”
From:
“I
am about to complete a PhD thesis on the language and literacy socialization
of a Torres Strait Islander child prior to the commence-ment of
schooling (5-6 years of age). The child and her grandmother who
was raising “In
1990 I wrote an article in Baldauf and Luke (Language Planning
and Education in Australia and the South Pacific) entitled
‘Controllers or Victims? Language and Education in the Torres
Strait’ in which I proposed Torres Strait Creole as a medium
of instruction in some contexts. “My MA thesis from Sydney University was an advocacy of the use of Tok Pisin as a medium of instruction in PNG schools.”:
Caribbean
“I’m
interested in French-related creoles and have done field-work in
the French Antilles and Dominica. I think it is impossible to study
pidgins/creoles without getting involved in educational questions. “In
Guadeloupe, Martinique and Dominica, from what I have seen, the
status of creoles in education is alarmingly low. “I
think pidginists/creolists need info about whether there are discussion
lists, newsgroups, associations etc. dealing with pidgins/creoles.
I haven’t heard about any such fora but it would be great
if such information could be gathered in some way. If there are
no lists/newsgroups I think it’s time to start one or more.”
From:
“My recently published Papiamentu Reader (Dunwoody Press, Kensington, MD, USA, 1993), although intended to teach Papiamentu to anglophones, contains very brief and basic information regarding education and particularly standardization (pp.v-vi), and an exposition, with introduction, of spelling and pronunciation (pp.vii-x). The bibliography includes articles addressing problems of norms and standardization.”
Pacific From:
“My interest stems from my focus in SLA literacy/biliteracy education. I am interested in educational policy and practice in Melanesia where I think a vernacular transition programme should be instituted in basic formal education. It is my opinion that the dialects of Melanesian Pidgin should play a significant role in building literacy skills in primary education as well as inter-generationally.”
North America
From:
“I
have been working with Cape Verdean children in the Boston Public
Schools for the past year and have become very interested in how
Cape Verdean Creole can be used in educational settings. I plan
to do my doctoral research on the affective and pedagogical benefits
of using oral and written Cape Verdean Creole in the classroom.
I have recently worked on developing literacy materials in Cape
Verdean Creole in collaboration with a Cape Verdean kinder-garten
teacher. I would be interested in hearing about others’ experiences
with writing creole and pidgin languages that do not yet have standard
orthographies. “I
am also interested in the acquisition of creole languages. I would
be grateful for any information you might have on any previous or
current research in this area.”
From:
“Interested
in the use of Gullah and/or African American Vernacular English
in literacy programs, especially in coastal South Carolina. “Also
interested in Gullah/vernacular English code switching and in teacher
training that recognizes such language use as a resource in both
classroom and community.” From:
“I am interested in the effects of literacy in the creole, as well as other more ‘standard’ languages (eg Spanish, English, French) on the linguistic development, as well as the survival of creole languages (in, eg decreolization, creole ‘death’, etc).”
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