Language, identity, and education of caribbean English speakers

Research output: Contribution to journalArticle

Abstract

The large-scale ongoing migration of Anglophone Caribbean natives to North America, particularly to New York City, in the last two decades, has brought an influx of Caribbean English (CE)-speaking students into US and Canadian schools and colleges. This article discusses the extent to which such students, who publicly identify themselves as native speakers of English but whose variety of English is often misunderstood by North American teachers, challenge the latter to examine their tacit assumptions about the English language, ownership of English, and linguistic identity. The author provides examples of commonly used features of CE that are likely to create misunderstanding in American classrooms. She argues that teachers of Caribbean English speakers will need to explore new paradigms for language placement, assessment and development, and finally proposes an agenda for responding to the linguistic and broader educational needs of CE-speaking students.

Original languageEnglish (US)
Pages (from-to)501-511
Number of pages11
JournalWorld Englishes
Volume25
Issue number3-4
DOIs
StatePublished - Aug 2006

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speaking
language
linguistics
education
student
teacher
English language
migration
paradigm
classroom
school
English Speakers
Education
Language
Agenda
Anglophone
Misunderstanding
New Paradigm
Placement
Native Speaker

ASJC Scopus subject areas

  • Linguistics and Language

Cite this

Language, identity, and education of caribbean English speakers. / Nero, Shondel.

In: World Englishes, Vol. 25, No. 3-4, 08.2006, p. 501-511.

Research output: Contribution to journalArticle

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