Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the Classroom
Regional languages in France have historically struggled to find their place in the national linguistic landscape, and French-based Creoles, like those of Guadeloupe and Martinique, are no exception. Despite laws and initiatives like the creation of the Creole CAPES (2002) and the propagation of res...
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| Format: | Article |
| Language: | deu |
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Sciendo
2019-05-01
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| Series: | Darnioji daugiakalbystė |
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| Online Access: | https://doi.org/10.2478/sm-2019-0002 |
| _version_ | 1818547859196215296 |
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| author | Smith Taylor RaeAnne |
| author_facet | Smith Taylor RaeAnne |
| author_sort | Smith Taylor RaeAnne |
| collection | DOAJ |
| description | Regional languages in France have historically struggled to find their place in the national linguistic landscape, and French-based Creoles, like those of Guadeloupe and Martinique, are no exception. Despite laws and initiatives like the creation of the Creole CAPES (2002) and the propagation of research like Poth (1997) and Cummins (2009) on the benefits of bilingualism, Creole-language education in French overseas departments, like Guadeloupe, is still stigmatized for a lack of standardization by academic policymakers, despite its attested success in the classroom as a tool for improving students’ metalinguistic capacities in French. Using a corpus of official Creole-language educational guides, pedagogical guides and one elementary textbook featuring exercises focusing on correction of regional French phrases, along with observations of two elementary Creole-language classes in Guadeloupe, this paper aims to analyze and demonstrate that educators often receive mixed messages on how to teach Creole in bilingual classrooms, and that the language is often perceived as a threat by French academic policymakers to the French abilities of students in Guadeloupe—yet that in practice, elementary students are more likely to struggle with Creole than French. |
| first_indexed | 2024-12-12T08:12:18Z |
| format | Article |
| id | doaj.art-08fea9ffca6444b39ee9c31957c85e56 |
| institution | Directory Open Access Journal |
| issn | 2335-2027 |
| language | deu |
| last_indexed | 2024-12-12T08:12:18Z |
| publishDate | 2019-05-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Darnioji daugiakalbystė |
| spelling | doaj.art-08fea9ffca6444b39ee9c31957c85e562022-12-22T00:31:44ZdeuSciendoDarnioji daugiakalbystė2335-20272019-05-01141324910.2478/sm-2019-0002Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the ClassroomSmith Taylor RaeAnne0Sorbonne University, FranceRegional languages in France have historically struggled to find their place in the national linguistic landscape, and French-based Creoles, like those of Guadeloupe and Martinique, are no exception. Despite laws and initiatives like the creation of the Creole CAPES (2002) and the propagation of research like Poth (1997) and Cummins (2009) on the benefits of bilingualism, Creole-language education in French overseas departments, like Guadeloupe, is still stigmatized for a lack of standardization by academic policymakers, despite its attested success in the classroom as a tool for improving students’ metalinguistic capacities in French. Using a corpus of official Creole-language educational guides, pedagogical guides and one elementary textbook featuring exercises focusing on correction of regional French phrases, along with observations of two elementary Creole-language classes in Guadeloupe, this paper aims to analyze and demonstrate that educators often receive mixed messages on how to teach Creole in bilingual classrooms, and that the language is often perceived as a threat by French academic policymakers to the French abilities of students in Guadeloupe—yet that in practice, elementary students are more likely to struggle with Creole than French.https://doi.org/10.2478/sm-2019-0002creolebilingualismpedagogyguadeloupeeducationsociolinguistics |
| spellingShingle | Smith Taylor RaeAnne Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the Classroom Darnioji daugiakalbystė creole bilingualism pedagogy guadeloupe education sociolinguistics |
| title | Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the Classroom |
| title_full | Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the Classroom |
| title_fullStr | Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the Classroom |
| title_full_unstemmed | Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the Classroom |
| title_short | Education Policy and Creole Education in Guadeloupe: Ambiguity for Educators in Educational Materials and Concern Over a French-Creole Interlect in the Classroom |
| title_sort | education policy and creole education in guadeloupe ambiguity for educators in educational materials and concern over a french creole interlect in the classroom |
| topic | creole bilingualism pedagogy guadeloupe education sociolinguistics |
| url | https://doi.org/10.2478/sm-2019-0002 |
| work_keys_str_mv | AT smithtaylorraeanne educationpolicyandcreoleeducationinguadeloupeambiguityforeducatorsineducationalmaterialsandconcernoverafrenchcreoleinterlectintheclassroom |