"Is it Time to Implement Guyanese Creole in School Policies?"

Bilingual supporters of the use of two languages in particular situations, with the goals of preserving minority languages, improving access to education, and fostering social inclusion. Proficiency in two or more languages is referred to as bilingualism, and it is frequently used in bilingual or multilingual education. This method uses two languages as the medium of instruction in the classroom, with different ratios based on the kind of program, the objectives of the instruction, and external factors. Transitional education builds bridges between bilingual and monolingual policies in classrooms, using children’s home language as a springboard for learning a new language at first.

Finally, there is a dialectic relationship between institutional language policy and globalization. This is especially relevant in situations where minority languages are spoken, as there are incentives to promote lingua francas and to view minority languages as commodities that are integral to the symbolic capital of individuals or institutions (Josep et al., 2014)

Assumptions of Creole language in Guyana 

Some of the assumptions about the Creole language that the public in Guyana holds are:
Broken Language: The Guyanese populace assumes that the Creole language they speak is a broken or subpar language when compared to Standard English.
Absence of Syntax Structure: The general public believes that there is no syntax in Guyanese Creole. It is believed that the general Guyanese population considers Creole to be a simplified language devoid of grammatical norms.
Embarrassed by use for external/international communication: Guyanese Creole speakers are thought to be unfit to travel outside of their home country. More than that, they feel embarrassed to engage in or communicate on a global scale using their L1. When they converse globally, they prefer to utilize L2 or any other language that is well-recognized. For example, Guyanese visitors to the U.S. will make a concerted effort to speak Standard English instead of Guyanese Creole.
Limited Vocabulary: Guyanese Creole is perceived by the populace in Guyana as being incapable of adequately expressing advanced ideas or concepts. For this reason, knowing Standard English and using syntax in writing and oral communication are highly valued, particularly in Guyana’s educational and professional environments.
For linguistic, cultural, and historical reasons, something is inferior. Standard languages like English are seen as superior to Creole languages. English is therefore preferred in a variety of settings, such as education, social standing, and career advancement. As such Creole languages are thought to be less valuable than standard languages like English. This misconception frequently leads to the marginalization of Creole people and their languages.
There is a common misconception that individuals who are uneducated or from rural areas are the only ones who speak Creole.  People who speak Creole may face prejudice as a result of this stigma, which will restrict their access to fun and educational possibilities.
The belief that Creole is a dialect or a distorted version of English with its own vocabulary and syntax stems from the belief that it is not a “real” language. This misconception may result in Creole-speaking communities receiving less respect and assistance.

 

 Implementation of Creole in language classrooms in Guyana

In a language classroom in Guyana, several factors may hinder the output of learners based on how information is inputted into their long-term memory. Here are some strategies outlined that we as educators would like to see in classrooms around Guyana.

Recognize, Acknowledge, and Use: Rather than going extinct, our ancestral language Guyanese Creole should continue to be spoken. We want learners in Guyana’s schools, from Nursery through Secondary, to be free from shame or punishment for using Guyanese Creole.  Despite its distinctive grammar, vocabulary, and syntactic patterns, Guyanese Creole should be acknowledged, accepted, cherished, and used in all Guyana classrooms as a genuine language of communication for both written and vocal expression.
Bilingual Education: We believe that Creole and English should be used together in Guyanese classrooms and throughout the educational system. By encouraging bilingual education in the classroom, learners will be able to improve their communication abilities by becoming more proficient in both languages. Additionally, because they arrive in our Guyanese classrooms from a variety of linguistic backgrounds, bilingual education will be reinforced in the classroom, allowing them to express themselves academically in a way that suits them across the curriculum. For instance, all National Examinations Councils (NGSA) accept Creole as a medium of written communication.
Embrace linguistic diversity: In Guyanese schools, accepting linguistic diversity entails appreciating and respecting the various languages that learners speak. Teachers may foster a more welcoming and encouraging environment for all learners by recognizing and embracing these languages in the classroom. For example, a teacher could integrate different languages into everyday activities in a classroom with learners who speak Hindi, English, and Creoles. This could entail providing opportunities for language exchanges between learners, enabling them to share information or tales in their original tongue, and utilizing multilingual resources. Educators have the ability to integrate cultural aspects from various language origins into their lessons. For example, observing diverse cultural festivals and holidays, utilizing texts and literature in several languages, and inviting community members or guest speakers to discuss their varied linguistic and cultural backgrounds can all help create a more welcoming learning atmosphere in the classroom.
Cultural Equity: It takes culturally relevant education that considers the lived experiences and cultural backgrounds of learners from all ethnic groups and religious backgrounds to create inclusive and dynamic language arts classrooms. For learners to find learning engaging and relatable, teachers must incorporate Guyanese Creole vocabulary. Examples of phrases they use in their everyday lesson plans include “Dah is me own,” “all skin teeth nah laugh,” and cultural allusions. As an illustration, to further promote linguistic and cultural authenticity in the classroom, teachers should encourage learners to share their own folktales, experiences, and anecdotes in Guyanese Creole. By incorporating Guyanese Creole into the curriculum, language arts classrooms can develop into spaces where learners are motivated to express themselves authentically and establish a connection with their cultural background.

    

    The Creole alphabet enables teachers and students to interact with written materials in their mother tongue (first language). It encourages a sense of identity and cultural pride, all of which can be achieved. Secondly, a creole dictionary would be a valuable resource for students and teachers. It helps students understand word meanings, pronunciation, and usage. Access to a standardized dictionary ensures proper communication.

According to Michel DeGraff (2015), "we learn best in the languages we speak most fluently". It is evident with the implementation of a creole alphabet accompanied by a creole dictionary in the classrooms, Guyanese Creole is perfectly usable as language of instructions for all school subjects at all levels because there are no linguistic reasons to consider Creole less qualified as a language of instruction than any other language because it allows students to feel free and proud of the way they speak or write

Recommendations for language policy in Guyana

• Language rules can be updated to guarantee that all learners, regardless of language background, have equitable access to high-quality instruction. This is known as inclusive language policy revision. This can entail encouraging bilingual or multilingual education strategies that value and integrate learners’ original languages as well as offering suitable support for students who speak Creole or other non-dominant languages.

• Language policy has the power to provide top priority to the creation of thorough language plans and curricula that take into account Guyana’s multilingual population. To meet the needs of language learners from a variety of backgrounds, this may entail developing materials for language acquisition, tests, and programs for teacher preparation.

• With the rise of multicultural society, classroom diversity is rising and mirroring the vast range of languages and cultures found in our communities. It is our duty as educators to accept this linguistic diversity and establish welcoming classrooms where each kid feels respected, appreciated, and equipped for success.

• Encourage peer cooperation and language exchange activities so that learners can work on and benefit from one another’s language skills. Additionally, provides them with chances to collaborate on tasks, assignments, and group projects to foster collaboration, respect, and language development.

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