Guyanese Creole

 

Introduction

Guyana, located on the Northern Coast of South America, is a country with a rich cultural heritage, including a variety of languages, traditions, and customs. At the heart of this diverse culture lies Guyanese Creole, a language with deep roots in the country's history and culture. This vibrant language was born of the communication between European settlers, African slaves, and indigenous peoples of Indian descent in the Dutch colonies of Demerara and Essequibo (A Brief History | Guyanese Creole at York College – a Resource Site, n.d.). Despite its importance, Guyanese Creole is often seen as an inferior language when compared to Standard English. In this blog, the researchers aim to explore the world of Guyanese Creoles, shed light on the realities of this captivating language, dispel assumptions and presumptions, discuss what can be done in language art classrooms, suggest creative approaches to language arts instruction so that this diverse language can be embraced and solutions for the language policy in Guyana.

 

Assumptions about Guyanese Creole Language

Perception of Guyanese Creole within the society

Due to the lack of language acquisition knowledge, the people of Guyana hold some assumptions about their first language Creoles. Some such assumptions are:

1.      Territorial Language

The Guyanese Creoles are recognized as a territorial language, separate from the European language from which they derive their vocabulary.

2    Broken Language

The Guyanese population perceives that the Creole they speak is a broken or inferior language compared to Standard English. Therefore, anyone who speaks Creoles lacks intelligence and literacy skills. Some of the public believes that persons who do not master English are often derided for aspiring to or accepting hierarchies of Guyanese society (The Charter on Language Policy and Language Rights in the Creole-Speaking Caribbean, 2011).

3.      Lack of Syntax Structure

The public believes that there is no grammatical structure in Guyanese Creole. The general Guyanese population is thought by society to regard Creole as a simplified language lacking grammatical norms.

4.      Creole should not be used for external or International Communication

The public holds the assumption that Guyanese Creole is not suitable to leave their native land. More than that, they feel embarrassed to engage in or communicate on a global scale using their L1. When communicating globally, they prefer to speak L2 or another language that is generally recognized. For example, when Guyanese people travel to the United States, they make a concerted effort to speak Standard English instead of Guyanese Creole because they are afraid of being looked down on.

5.      Limited Vocabulary

Guyanese Creole is perceived by the general population in Guyana as being incapable of successfully expressing sophisticated thoughts or complicated concepts. This explains why knowing Standard English and using grammar in written and oral communication is highly valued, particularly in Guyana's educational and professional environments. 

6.      Creole is only used by uneducated people

Many people think that people from remote regions or those with low education levels are the only ones who speak Creole.  People who speak Creole may face prejudicial views because of this stigma, which will reduce their access to opportunities for enjoyment and education.

7.      Creole is not a “real” language

Creole is perceived by Guyanaese as a dialect or a corrupted version of English with its vocabulary and grammar. This belief may result in Creole-speaking communities receiving less respect and assistance.

8.      Inferiority

Creole languages are considered less valuable than standard languages like English for linguistic, cultural, and historical reasons. English is therefore preferred in many settings, such as education, social standing, and career advancement. Therefore, it is believed that mainstream languages like English are more valuable than Creole languages. This misconception frequently leads to the marginalization of Creole speakers and their languages.

 Enhancing Language Art Classrooms in Guyana

The current state of Language Art teaching in Guyana

An important aspect of children’s schooling experience is the ability to speak in the classroom with their peers or teacher, in their mother tongue or first language is often the only way it can be done. However, in Guyana, Creole-speaking children are discouraged from using Guyanese Creole in the classroom due to the current language policy in Guyana which clearly states that English is Guyana’s standard language, and everyone should learn it. As a result of this discouragement, children become inhibited and reluctant to speak since their primary medium through which they are fluently and confidently in speaking is shunned, denigrating their identity (Semple-McBean, 2007).

Teachers of today should understand that oral language is a bridge to written language development and for our children to master ‘proper English’, their first oral language ‘Creoles’ must be accepted before they can see the difference between their oral language structures and written language structures (Creoles Helps Students in Their Learning, 2018).

Additionally, teachers can code switch in the classroom to help children with their learning, which would help learners better understand given instructions and be more engaged in activities.

Proposed changes and innovations in Language Art Classroom

As Language Art teachers some proposed changes and innovations we would like to see implemented in the language art classroom is the integrated approach that incorporates a range of linguistic abilities, cultural components, and real-world situations. These are as follows:

Cultural Integration and Equity

Our culture helps make us who we are therefore it should be integrated into our classroom. Aspects of Guyanese culture should be included through content delivery by making language learning more interesting, fun, and applicable. This can help learners appreciate their culture and language getting rid of the bias against Creoles. For example, when teaching ethnic groups, focus should be placed on traditional music, food, festivals, and customs while practicing language skills. The teachers can use authentic materials crafts, dances, songs, and foods. Additionally, cultural equity should be integrated to establish inclusive and vibrant language arts classrooms. Educators must provide culturally relevant instruction that considers the cultural background and real-life experiences of pupils from all ethnic groups and religious backgrounds. For studying to be interesting and relatable for pupils, educators need to use language from Guyanese Creole and encourage pupils to share their folktales, experiences, and anecdotes in Guyanese Creole. This will foster linguistic and cultural authenticity in the classroom.

 Incorporating Guyanese Creole into the curriculum

Guyanese Creole should be incorporated into the curriculum. It is a part of all Guyanese identity and is our mother tongue or first language. It is nothing to be ashamed of or to feel insecure about, just like any other language creoles are important and learners should be free to express themselves using their native language. The children in the classroom are often looked down on or discouraged when using Creoles, they should be able to use their cultural language. For instance, as a classroom teacher, I have noticed learners may not openly participate in classroom discussions, because of the development of inferiority, shame, and inadequacy toward their linguistic heritage due to the current language policy in Guyana that encourages standard language over Creole. This has resulted in a preference for standard language over Creoles in schools and workplaces and many learners are not ofay with standard English. The proficiency of learners has decreased due to the use of only standard English in the classroom however if educators incorporate Creole in the curriculum, learners and teachers will be able to learn more about the rules of the Creoles leading to an increase in learners’ proficiency and teachers’ will be able to deliver concept better. Teachers can switch between languages when delivering lessons to encourage interactive discussion.

Multilingual approach to language learning

A strategy that acknowledges the benefits of using different languages during the language-learning process is known as a multilingual approach (Jain 2023). The method aims to assist language learning and understanding by using the diversity of linguistic and cultural backgrounds of the learners. Using different languages in the classroom to enhance language acquisition and foster linguistic and cultural diversity is recognized by a multilingual approach to language instruction. Allowing learners to draw on their prior linguistic and cultural knowledge, can be helpful for pupils learning a second or foreign language, aiding in their language learning process. Bilingual education should be promoted in the classroom because pupils come to school with different language backgrounds. This will enable them to express themselves academically in a way that works for them across the curriculum. For example, Creole is recognized by the National Examinations Council (NGSA) as a writing language.  Educators can also establish language-rich environments that encourage active language use and engagement throughout lessons through group work, pair work, and interactive activities. They can also provide resources to help the delivery of both Creole and standard English such as books, articles, films, and activities, known as bilingual materials. Teachers can encourage code-switching between both languages making learners aware of the difference between both languages.

 Emphasizing language awareness and linguistic diversity

Many researchers attest to the fact that speakers of Creoles do not perform well in formal education. Migge et al (2010), stated in their article that children from creole speaking backgrounds often have difficulties with reading and writing since they usually get mixed up with Creole and Standard English causing them to achieve low grades and are less likely to finish school or to proceed and complete a third level education. Many educators and parents blame the children’s language, the Creoles for the low achievements in education and therefore believe that banning Creoles from educational practices and educational insinuations is the best approach to improve children’s education achievements.

However, at the same time, some factors appear to have a positive though slow effect on the greater acceptability of creoles in education are the result of ethnographic, second language acquisition, and sociolinguistic research that systematically explores the reasons for education failure in coreless speaking context and in the context in which children speak a minority language or a stigmatized minority dialect of the Standard European language (Migge et al., 2010). Migge et al., (2010) also express in their article that based on their findings, it clearly shows that creoles, dialects, and minority languages are not the root of children not being able to achieve in education and it is rather the institutional, professional and environment factors as the main cause of failure in education.

The majority of the research done about failure in education by the USA, Canada, and the UK on African American and Caribbean children has shown that the teachers tend to assume that these children have language difficulties because of the way they speak or their difference in linguistic practices, they assumed that the children have learning disabilities due to having difficulties with gasping standard English. Teachers have low educational expectations of children who speak Creoles and are less likely to encourage their educational advancement. Sometimes teachers are negligent about the importance of their actions and attitudes and how they can harm their learners. The only way to resolve this problem is to raise teacher’s awareness about these issues and provide them with the needed material on the languages and cultures in question.

Another related issue is children do not see Creoles as a valuable language and may be ashamed to use it in public. This lack of confidence and low self-esteem inhibit learning and self-expression in general. Addressing this issue requires educational measures that raise awareness about the nature and functions of creoles and language. Educators should be encouraged to use Creoles to establish positive interpersonal relationships with learners rather than scolding them for using their native language. They should also stop excessively correcting learners’ mistakes when using standards that most likely hail from patterns in their home language. Educators should use a systematic contrastive approach to emphasize language awareness and linguistic diversity (Migge et al., 2010).

Solutions for Language Policy in Guyana

The policy-making bodies of Guyana can support teachers to help their learners understand the language they speak and use their native language as a bridge to help with oral and written Standard English.

All Guyanese should be given the opportunities to study Creoles to perfect their native or first language, the same as students of French and German are given the opportunities to enhance their language. Therefore, policymakers should consider inclusivity and equality when making a new language policy.

Awareness programs should be implemented so that all Guyanese can become aware that Guyanese Creole is a unique language and that is a part of our tradition and heritage. Hence, a basic human right that should be free from any marginalization or discrimination is an education in one’s mother tongue. This encourages students to feel empowered to engage while creating a comfortable and motivational learning environment (Time for Guyanese Creole to Be Added to the School’s Curriculum, 2019).

Conclusion

In conclusion, there are many assumptions about the vibrant language that was born for communication between European settlers, African slaves, and indigenous peoples of Indian descent in the Dutch colonies of Demerara and Essequibo known as Creoles. Most of these assumptions are made by the Guyanese Society due to their ignorance towards language acquisition. Some of these assumptions are the language is only used by uneducated people, it is not a real language, it should not be used for external or internal communication, it is a broken language, it is limited in vocabulary, it is territorial, it lacks syntax structure, and it is also inferiority. With this new knowledge of language acquisition, the Guyanese society will realize that all of these assumptions are false and develop an awareness of the importance of our first language Creoles.

Additionally, educators need to encourage language within the classroom since most Guyanese children only know how to speak Creoles and express themselves through their mother tongue. Teachers can code-switch when given instructions so the children can better interpret given tasks. Teachers need to stop shunning learners by telling them to speak proper English when expressing themselves resulting in learning loss and the development of low self-esteem. With the opportunity to communicate in Creoles, the children will feel comfortable sharing and participating in classroom discussions. They would not be afraid to ask questions, and they would be less discouraged since the feelings of discrimination and marginalization towards Creoles would be resolved.  

To clear these assumptions, the language policy needs to acknowledge the fact that Creoles are our first language and standardize the same. Guyanese society needs to be educated about language acquisition and the vibrant Creole language. The language should be included in the curriculum so that young minds can gain knowledge of their first language or mother tongue. With this knowledge, the children of our society can pass their knowledge from generation to generation allowing the language to be seen as what it is, our first language.  

 

Reference

‌‌A Brief History | Guyanese Creole at York College – A Resource Site. (n.d.). https://guyanesecreole.commons.gc.cuny.edu/a-brief-history/

Creoles help students in their learning. (2018, April 30). Stabroek News. https://www.stabroeknews.com/2018/04/30/opinion/letters/creolese-helps-students-in-their-learning/

 

EDYOU FM STAFF. (2024, March 14). Preserving indigenous languages, preserving culture. Guyana Chronicle. https://guyanachronicle.com/2018/09/16/preserving-indigenous-languages-preserving-culture/

‌ Jain, H. (2023, March 22). Multilingual approach to language teaching. Prep With Harshita. https://prepwithharshita.com/multilingual-approach-to-language-teaching/#google_vignette

Using multilingual approaches. Clinical Futures. (2023b). https://clinicalfutures.research.chop.edu/clinical-impact/using-multilingual-approaches

 

Migge, B., Léglise, I., Bartens, A., Migge, B., Léglise, A., & Bartens. (2010). Creoles in Education: a Critical Assessment and Comparison of Existing Projects. In John Benjamins (pp. 1–30). https://shs.hal.science/halshs-00494435/document

Moore, I. (2019, May 3). Title “Linguistic Discrimination in Guyana’s educational system.” Academia.edu. https://www.academia.edu/39013397/Title_Linguistic_Discrimination_in_Guyanas_Educational_System_

Semple-McBean, M. (2007). Teachers’ Attitudinal Ambivalence to Mother Tongue Use in Classroom Instruction in Guyana: Consequences for Language Policy and ESL Programs [Review of Teachers’ Attitudinal Ambivalence to Mother Tongue Use in Classroom Instruction in Guyana: Consequences for Language Policy and ESL Programs]. The International Journal of Learning Annual Review 14(2):247-256. https://www.researchgate.net/publication/304628958_Teachers'_Attitudinal_Ambivalence_to_Mother_Tongue_Use_in_Classroom_Instruction_in_Guyana_Consequences_for_Language_Policy_and_ESL_Programs

 

Solomon, A. (2021, December 23). In Guyana, saving an indigenous language from dying out with its last speakers. Mongabay Environmental News. https://news.mongabay.com/2021/12/in-guyana-saving-an-indigenous-language-from-dying-out-with-its-last-speakers/

Stabroek News. (2018, May 7). Creoles and a language education policy. Creoles and a language education policy | Faculty of Education & Humanities. https://feh.uog.edu.gy/news/creolese-and-language-education-policy

The Charter on Language Policy and Language Rights in the Creole-speaking Caribbean. (2011, November 3). Stabroek News. https://www.stabroeknews.com/2011/11/03/features/history-this-week/the-charter-on-language-policy-and-language-rights-in-the-creole-speaking-caribbean/

Thomson, N. (2012). Language teaching strategies and techniques used to ... Language Teaching Strategies and Techniques Used to Support Students Learning in a Language Other than Their Mother Tongue. https://www.ibo.org/contentassets/4ccc99665bc04f3686957ee197c13855/thompson_execsum_8-29-12.pdf

‌Time for Guyanese Creole to be added to the school’s curriculum. (2019, May 29). Stabroek News. https://www.stabroeknews.com/2019/05/29/opinion/letters/time-for-guyanese-creole-to-be-added-to-the-schools-curriculum/

Wilkinson, C. (2011, November 12). The charter on language policy and language rights in the Creole-speaking Caribbean: Implications for language education in Guyana. Academia.edu. https://www.academia.edu/1083936/The_Charter_on_Language_Policy_and_Language_Rights_in_the_Creole_Speaking_Caribbean_Implications_for_Language_Education_in_Guyana