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[null,"1.","Record Nr.",null,"UNINA9910964657803321"]
[null,null,"Titolo",null,"Creoles in education : an appraisal of current programs and projects / / edited by Bettina Migge, Isabelle Léglise and Angela Bartens"]
[null,null,"Pubbl/distr/stampa",null,"Philadelphia, : John Benjamins, c2010"]
[null,null,"ISBN",null,"9786612558504"]
[{"$nulls":4},"9781282558502"]
[{"$nulls":4},"1282558501"]
[{"$nulls":4},"9789027288202"]
[{"$nulls":4},"9027288208"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"vi, 356 p"]
[null,null,"Collana",null,"Creole language library ; ; 36"]
[null,null,"Classificazione",null,"EE 1660"]
[null,null,"Disciplina",null,"371.829/96073"]
[null,null,"Soggetti",null,"Creoles - Education - Evaluation"]
[{"$nulls":4},"Native language and education"]
[{"$nulls":4},"Creole dialects"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Creoles in Education -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Creoles in education -- 1. Introduction -- 2. An overview of historical and social issues -- 2.1 Status and function of creoles -- 2.2 Codification of P/Cs -- 2.3 Creoles in education: A brief historical overview -- 2.4 Current situation: Why is there renewed interest in integrating P/Cs into education -- 3. Overview of educational projects using P/Cs world-wide -- 4. Critical review of projects -- 4.1 Defining project aims, goals and activities -- 4.2 Assessing the sociolinguistic context -- 4.3 Setting up the educational program -- 4.4 Evaluation of projects -- 4.5 Political and financial issues -- 5. Roadmap for setting up and maintaining education projects/programs -- 6. Conclusions and outlook -- Raising critical language awareness in Hawai'i at Da Pidgin Coup -- 1. Introduction -- 2. A brief socio-historical overview of pidgin -- 3. Pidgin in educational contexts -- 4. The formation of Da Pidgin Coup -- 5. Critical language awareness -- 6. Achievements at the University of Hawai'i at Mānoa -- 7. Projects in schools -- 8. Community outreach -- 9. Future advocacy -- Chabacano for everyone? -- 1. Introduction -- 2. Some theoretical considerations -- 2.1 Language learning and education -- 2.2 The constructivist "]
[{"$nulls":4},"approach in the study of education and learning -- 3. The social background of the Chabacano projects -- 3.1 Language policies and bilingual education in the Philippines -- 3.2 The sociolinguistic settings and education of Chabacano communities -- 4. The Chabacano teaching projects -- 4.1 The Cavite City projects -- 4.2 Educational materials used in Cavite City -- 4.3 A critical evaluation of the Cavite City projects -- 4.4 Cotabato: Learning modules in Chabacano -- 4.5 A critical evaluation of learning modules in Chabacano."]
[{"$nulls":4},"4.6 Zamboanga: The Chavacano Language Corpus and Reader Project -- 4.7  A critical evaluation of the Chavacano Language Corpus and Reader Project -- 5. Conclusion -- The teaching of Creole in Guadeloupe -- 1. Introduction -- 2. The sociolinguistic situation of Guadeloupe -- 3. Creole and the education system in Guadeloupe -- 4. Regional languages and cultures in elementary and secondary education: The teaching of Creole in Guadeloupe -- 4.1 General characteristics of the teaching of regional languages and cultures in elementary and secondary schools -- 4.2 The teachers -- 4.2.1 Teachers with a qualification in Creole as a specialty -- 4.2.2 Approved\" teachers -- 4.2.3 Certified Teachers -- 4.3 Student numbers -- 4.4 Continuity of teaching -- 4.5 Problems with the curriculum and teaching tools -- 4.6 The goals of teaching regional language and culture -- 5. Towards the future -- Appendix: Number of students attending LCR-Creole in Guadeloupe, 2007-2008 -- Integrating local languages and cultures into the education system of French Guiana -- 1. Introduction -- 2. Brief description of the French Guianese sociolinguistic context -- 3. The local languages and the education system -- 4. Langues et cultures régionales -- 5. Intervenants en Langues Maternelles -- 5.1 The aims and overall conception of the project -- 5.2 The trainees, their recruitment and their contractual situation -- 5.3 The training -- 5.4 The development of teaching materials and a curriculum -- 5.5 Schools, students, teaching and institutional support -- 5.6 Supervision and evaluation of the project -- 5.7 Conclusion and outlook -- 6. Raising awareness about language and language diversity -- 6.1 Raising awareness among teachers -- 6.2 Educational activities for raising language awareness among students -- 7. Conclusion and outlook -- Kriol in Caribbean Nicaragua schools."]
[{"$nulls":4},"1. Introduction -- 2. The sociolinguistic situation on the Caribbean Coast of Nicaragua -- 2.1 A historical overview -- 2.2 Indigenous and Afro-Caribbean peoples and languages -- 2.3 Language development and language status -- 2.4 The origins of the Creole population on the Nicaraguan Caribbean Coast -- 3. Education in the Caribbean Coast -- 3.1 Towards Intercultural Bilingual Education -- 3.2 The Regional Autonomous Education System, SEAR -- 3.3 New curriculum - new languages -- 3.4 Teacher training -- 3.5 The primary school sector -- 3.6 An orthography for Kriol -- 4. Kriol in the teacher training -- 5. Piloting Kriol in primary schools -- 5.1 Schedule of the curricular areas -- 5.2 The textbooks -- 5.3 Teacher training -- 6. Evaluating the pilot phase in primary schools -- 6.1 Positive results -- 6.2 Difficulties with implementing the new curriculum -- 6.2.1 Institutional difficulties -- 6.2.2 Heterogeneity of the student population -- 6.2.3 Attitudes towards Kriol -- 6.2.4 Teachers' problems in writing Kriol -- 6.2.5 Ancestral languages and Kriol -- 7. Conclusion -- Swimming against the tide -- 1. Background -- 1.1 The MOEYC 'Home Language' Approach -- 1.2 From problem to opportunity -- 1.3 Testing public attitudes -- 1.4 Official commitment -- 1.5 Project promises -- 2. Researching performance in BEP -- 2.1 Measuring success -- 2.2 The instruments: The English and Jamaican Language Arts Tests -- 2.3 Results: The Language Arts Diagnostic Test -- 2.4 Results - "]
[{"$nulls":4},"Communication task -- 3. Conclusion -- Introducing French Creole as a language of instruction in education in St. Lucia -- 1. Introduction -- 2. A brief sociohistorical and sociolinguistic background of Saint Lucia -- 3. Education policy regarding French Creole -- 4. A model for using FC/Kwéyòl in instruction in the Saint Lucian context -- 4.1 Preliminary phase - The preliminary piloting."]
[{"$nulls":4},"4.2 The materials -- 4.3 Summary of the results of the experiment -- 4.4 Other aspects of the preliminary study -- 4.5 Planning for an extended project - Phase I -- 5. Conclusions and outlook -- Appendix 1 -- Bilingual education among the Karipúna and Galibi-Marwono -- 1. Introduction -- 2. Kheuól (French Creole) in Brazil -- 3. Indigenous education in Uaçá -- 3.1 Bilingual education -- 3.2 Why transitional bilingualism -- 3.3 The role of Portuguese -- 3.4 Issues -- 3.5 Materials -- 4. Conclusion -- Language and education in Aruba, Bonaire and Curaçao -- 1. Introduction -- 2. Language use in education: A historical overview -- 2.1 Educational entities and their responsibilities -- 2.2 Before 1979: Dutch as the sole medium of instruction -- 2.3 Missed opportunities and political disintegration -- 3. Language and education in Curaçao and Bonaire -- 3.1 Experiences with Dutch in a Papiamentu context: 1979 to 2001 -- 3.2 Papiamentu as a subject in Dutch schools: 1979 to 2001 -- 3.3 Making a difference: Kolegio Erasmo -- 3.4 Steps to a better future: Foundation-based Education -- 3.4.1 Language policy in Foundation-based Education -- 3.4.2 Language and education after Foundation-based Education -- 4. Language and education in Aruba -- 4.1 Language policy in Aruba up to 1986 -- 4.2 Language policy in Aruba after 1986 -- 4.3 Optimism and disappointment in the twenty first century -- 5. Mapping the future -- Cape Verdean in education -- 1. Introduction -- 2. A brief socio-historical overview -- 3. The UNESCO plea that goes ignored -- 3.1 UNESCO's main recommendations: Tenets and learners' linguistic rights -- 3.1.1 Some basic tenets -- 3.1.2 Mother tongue instruction as a linguistic and human right -- 4. From orality to the written word -- 4.1 Outsiders' and insiders' views on Kriolu -- 4.1.1 Valkhoff's (1975) study -- 4.1.2 Baptista's 1997 and 2003 surveys."]
[{"$nulls":4},"4.1.3 Sanches (2005) -- 4.2 The linguistic and literary tradition in the Cape Verdean archipelago -- 4.3 The orthographic choices -- 5. The challenges ahead -- 5.1 The necessary measures and the reasons for resistance -- 5.2 Exploring the options -- Trilingual education -- 1. Introduction -- 2. Multilingual education model -- 3. Development of the Trilingual Education Curriculum -- 4. Development of the Islander Creole English first grade materials -- 5. Additional information on the Trilingual Education Project 2000 -- 6. Teaching oral 'Standard' English in first grade -- 7. Teaching 'Standard' English reading and writing in second grade -- 8. Contrastive analysis approach -- 9. Differences between Islander Creole English and 'Standard' English -- 10. Using the model -- 11. Is the Trilingual Education Project 2000 Working? -- 12. Additional results of the Trilingual Education Project 2000 -- 13. Conclusion -- Bibliography -- Biographical sketches of contributors -- Index -- The series Creole Language Library."]
[null,null,null,"Sommario/riassunto","On the Colombian-owned Caribbean Islands of San Andres, Providence, & Santa Catalina an English-lexifier Creole is spoken. Recently, Creole-speaking leaders and parents have become apprehensive that Island children and youth are increasingly using Spanish with a concomitant loss of Standard English. Accompanying that concern is the perception that local Creole values, cultural mores, and the Creole language itself, are eroding. Not wanting to lose their Creole identity, an experimental primary school trilingual education project was initiated that begins schooling in Creole, proceeds to Standard English, and then to Spanish. "]
[{"$nulls":4},"The goal is age appropriate language proficiency in the three languages. The purpose of the following article is to describe this trilingual education project - its initiation, materials development, implementation, and evaluation. Keywords: Trilingual Education; Bilingual Education; San Andres Island; Creole Language Education; Mother Tongue Education."]