Running head: LANGUAGE POLICY FOR THE CARIBBEAN

LING 6307: Introductory Sociology of Language for Graduate Students

The University of the West Indies, Open Campus

Audene Henry

Assignment 3: Language Policy for the Caribbean

Kathleen Austin 316103085

Hassan Basarally 806007430

Christobelle Simpson 311500164

Kasata Phillips-Riley 320004709

Heather-Lyn Walker-Bostic 20052289

LANGUAGE POLICY FOR THE CARIBBEAN 2

Introduction

Linguistic Background of Caribbeana

Caribbeana is a verdant island with a rich history, having been the home of the

indigenous peoples before infiltration of the British colonizer. At the last census in 2015, the

population stood at 350,000. Linguistically, this island-state boasts a vibrant multilingual

society, comprising two minority speech communities - an indigenous one which speaks

Akawaio, an Amerindian dialect, and a migrant one which speaks Portuguese; one unofficial

English-based Creole, and the official, language, English. Statistically, 15% speak the

official language, Caribbeana Standard English exclusively; 65% speak the English-based

Creole in varying degrees along the language continuum; 8% speak Akawaio, and 12% speak

Portuguese, as the pie-chart below indicates.

POPULATION BREAKDOWN BY LANGUAGE

Caribbeana Standard English Caribbeana Creole Portuguese Akawaio

Akawaio
8% Caribbeana
Standard English
Portuguese 15%
12%

Caribbeana Creole
65%

Figure 1. Population of Caribbeana. This pie chart illustrates the percentage of speakers of
each language in Caribbeana.
LANGUAGE POLICY FOR THE CARIBBEAN 3

The Problem

Despite the presence of the varied speech communities, no official language policy

exists to guide the language-use of its citizens. The fact that the country boasts a

bi/multilingual society, has not realized any clear guidelines as to how communication ought

to be conducted. Government business is conducted in the official language, but for more

than sixty-five percent of the population, this is not their primary language of

communication. Because of this, the migrant and indigenous minorities, and the Creole

speech communities are left out of the decision-making at every level of the society, or where

they are included it is only for language tokenism. This lack of clear State guidelines

regarding the direction the linguistic situation must take is mirrored in many more Caribbean

territories resulting in a a fuzzy and undetermined position of language use among the

populace of Caribbeana. Where the problem is compounded is in the education arena, and in

public discourse. Students are instructed in the official language and there is a high level of

illiteracy among school leavers. Further, there exists less than equitable opportunities for

those whose mother tongue is not the official language. These prevailing problems

necessitate the creation of the Caribbeana Language Policy.

LANGUAGE POLICY FOR THE CARIBBEAN 4

Rationale

Several tenets of linguistic and language rights foreground the creation of this policy

regarding the language situation in Caribbeana. The United Nations Linguistic Rights

advocates that:

Persons belonging to national or ethnic, religious and linguistic minorities (hereinafter

referred to as persons belonging to minorities) have the right to enjoy their own culture, to
profess and practise their own religion, and to use their own language, in private and in
public, freely and without interference or any form of discrimination" (Article 2.1).
Closer home, the Charter for Caribbean Language Rights (ICCLR, 2011) agrees that there

must be recognition of the fact that several Caribbean nation states are polyglot and that in

matters of public administration, socioeconomic, education, and culture that the linguistic

rights of the people must be paramount.

With a total of 7,092 living languages still existing, and the declining of languages

yearly (Ethnologue, 2018), it is imperative that we provide every opportunity for our citizens

to use their multi-linguistic repertoire in the conduct of their everyday lives. For far too long,

there have been language impositions that constrain natives’ use of their mother tongue.

Further, availing the education process through the medium of the students’ first language

guarantees that more students will become literate, first, in their mother-tongue, and then, in

the national language. The ICCLR (2011) states that instruction using this medium is crucial,

as “it enhances conceptual development, language acquisition and development, learning in

general, and education of the child” (Article 24).

Establishing this policy is a guarantee that there would be equal opportunity for every

member of society irrespective of which language dominates that person’s linguistic

repertoire. As a means of inclusion, no citizen of Caribbeana would be excluded or

LANGUAGE POLICY FOR THE CARIBBEAN 5

marginalized in the conduct and performance of their day-to-day lives because of a difference

in their medium of communication. This language policy also ensures that language

maintenance would continue through intercultural education and language renewal.

The Typological Classification of the Language Situation

The multilingual situation that exists in Caribbeana stems from culture and migration.

Each language serves a specific function and has unique structures. English Language, the

official language of Caribbeana employs some features of the British English that makes it

mutually intelligible, however it is different from the British standard. It gained the official

status in 1987 under the Caribbeana Language Act. The indigenous language, Akawaio

spoken by the Amerindians who inhabited the island is spoken by a small population that

historically was encouraged to adopt English and many began to speak Caribbeana Creole.

The government of Caribbeana instituted an Akawaio village for the few Amerindians who

survived the genocide following colonisation by Europeans. Despite the effort, the villagers

struggled to keep their culture alive. The migrant language, Portuguese was introduced in

1972, when the first group arrived. It is mainly spoken by persons living on the northwestern

side of the island where the Portuguese settled.

Caribbeana Creole referred to as ‘Plantation Patwa’ was developed during African

enslavement. It is a mixture of African languages and the European language. The structure

of Caribbeana Creole is similar to English in terms of syntax however the phonology (accent)

and morphology is quite unique. The attitude of many towards the Creole language forced

speakers to try to adopt the official language. This has created a creole continuum where a

gamut of varieties exist ranging from basilect to acrolect.

LANGUAGE POLICY FOR THE CARIBBEAN 6

The majority of the island’s populous will choose the language based on the social

arena. This lends to a diglossic situation. The indigenous language, Akawaio is used by elders

in the village, however they switch to Caribbeana Standard English or Caribbeana Creole

while transacting business outside the village, the same can be said for the Caribbeana

Portuguese. Those who speak English, mostly switch to Caribbean Creole when speaking to

members of other speech communities who may not understand them or are perceived of a

lower socioeconomic class.

LANGUAGE POLICY FOR THE CARIBBEAN 7

Language Rights

Caribbeana adheres to the spirit of international cooperation, responsibility and the

preservation of its citizens’ rights. Linguistic rights are “a series of obligations on state

authorities to either use certain languages in a number of contexts, or not interfere with the

linguistic choices and expressions of private parties” (United Nations Special Rapporteur on

Minority Issues, 2017). As such, the following international conventions will guide the

implementation of language rights:

1. Charter of the United Nations (Article 1.3) which enshrines fundamental freedoms

regardless of language.

2. Universal Declaration of Human Rights (Article 2) (Article 7) (Article 26) which

entitles all to rights and freedoms without distinction in language.

3. International Covenant on Civil and Political Rights (Article 2) (Article 26) (Article

24) which prevents discrimination based on language.

4. American Convention on Human Rights (Article 8) which ensures an accused person

is afforded a translator in court.

5. Charter on Language Policy and Language Rights in the Creole-Speaking Caribbean,

which suggests how multilingual societies can meet the linguistic needs of all groups in

education and public discourse.

6. Universal Declaration of Linguistic Rights (Article 3) (Article 17) (Article 20) which

ensure the right to use one's own language and have it taught, used on official documents and

in Courts of Justice.
LANGUAGE POLICY FOR THE CARIBBEAN 8

The policy recognizes that Caribbeana has a multilingual situation with the spoken

languages being Caribbeana Creole, Caribbeana Standard English, Portuguese and Akawaio.

As in many Creole speaking societies, the majority of the population speaks Creole but

Standard English has specific communicative functions such as in official and government

documents and is the means of education (Valez, 1996). The policy seeks to ensure that all

languages in the country are protected, and the speakers are afforded every opportunity to use

both in all communicative contexts. Historically, the Creole has been stigmatised as

associated with lack of education, grammatical incorrectness and low socioeconomic status.

The minority languages were seen as providing limited opportunities of social and economic

advancement due to the small number of Akawaio speakers and the pressure to assimilate

linguistically into Caribbeana society placed on Portuguese. Hymes (cited in Nwenmely,

1999, p. 271) reflects that “the greatest of the crimes of the colonizers is to convince the

colonized that the stigma attached to their language is deserved.”

The position of this policy seeks to create “compensatory treatment aimed at restoring

a balance” (Charter on Language Policy and Language Rights in the Creole-Speaking

Caribbean, Article 2.2). These historical attitudes have changed and Creole is viewed as a

symbol of identity (Ministry of Education, Youth & Culture, 2001). The same can be said for

the minority languages, where its speakers are attempting to prevent language death and

language endangerment. As such, the following language rights are guaranteed by the State:

1. The State recognises all four languages used in Caribbeana: the official language:

English, the Creole language: Caribbeana Creole, the indigenous language: Akawaio and

the migrant language: Portuguese.

LANGUAGE POLICY FOR THE CARIBBEAN 9

2. The State furthermore acknowledges that the recognition of languages is not static

and others may be recognised based on the future linguistic reality of Caribbeana.

3. No citizen must undergo any pressure; social, political, economic or otherwise, to

replace their language with any other language. Caribbeana Creole is the first language of

the majority of the population, Akawaio and Portuguese are used by minorities in

Caribbeana, and English is used in governmental capacities, especially in communication

with the wider world.

4. All languages are part of the linguistic and cultural heritage of Caribbeana and will

be preserved and promoted to avert language endangerment and loss. As such

programmes to achieve language maintenance will be afforded all resources to ensure its

study, preservation and increased usage in different communicative contexts.

5. The policy acknowledges the body of academia on Creole linguistics, recognizes

Creole as a separate language from Standard English, and will not treat Creole as an

ungrammatical variety of the official language, which is its superstrate.

6. The deaf and blind communities will have access to all communicative and

expressive opportunities in all languages of Caribbeana, just as the rest of society.

7. All informative communication from governmental and non-governmental bodies, in

all forms of media, must have versions in all languages in Caribbeana. As Caribbeana

Creole and Akawaio do not have a standardised written form, all information from

governmental and non-governmental bodies in all forms of media must have versions in

the Creole and Akawaio, in addition to Caribbeana English and Portuguese. This a policy

similar to monoliterate bilingualism where two languages are used orally but literacy is
LANGUAGE POLICY FOR THE CARIBBEAN 10

taught in one, in this case the official language (Craig, 1980). In the case of Caribbeana,

literacy will be taught in English and Portuguese while simultaneously, the oral use of

Caribbeana Creole and Akawaio will be promoted.

8. All languages of Caribbeana will be used, in varying degrees, as the language of

instruction in schools. Incorporation of all languages is compulsory in curriculum

delivery and no language should be used exclusively. The language of instruction in

schools cannot discriminate against language. The language of instruction is the language

used to deliver the curriculum (United Nations Educational, Scientific and Cultural

Organization, 2003). Incorporation of all languages is compulsory in curriculum delivery

and no language should be used exclusively. The minority languages will be offered in all

schools for study as both part of the national curriculum and extracurricular study.

9. All speakers have a right to the services of professionals who understand and can

communicate in all languages in Caribbeana, particularly in the fields of law, medicine

and finance. Governmental and private enterprises must retain staff with competence in

all languages of Caribbeana. Exclusive use of the official language will limit participation

in such institutions and denies citizens economic and social opportunities (Devonish,

1986)
LANGUAGE POLICY FOR THE CARIBBEAN 11

Language Use in Public Discourse

Major Interest Groups

This policy’s implementation has impact for specific groups within Caribbeana.

These major entities are the public and private education sector, the judicial system, the

administrative sector comprising both local and state government, religious leaders, the

health sector, and the broadcast media. Major stakeholders in education identified are The

Ministry of Education, The Caribbeana Teachers’ Union and the National Parent-Teacher

Association. The Ministry of Legal Affairs, The Law Association, Ministry of Health,

Caribbeana Medical Practitioners’ Association, and Bankers’ Association will represent some

interests of the government, judiciary, financial sector and health sector. The Inter-Religious

Organisation, Ministry of Information and Media Workers Union are the the stakeholders

representing religious bodies and broadcast media.

The views of this policy reflect the language community of Caribbeana, specifically,

the indigenous minority group, the migrant minority group, the Creole-speaking community,

and the official language group. The indigenous, or first people of the country will have

equal opportunity to participate in nation building, and their fear of language death would be

allayed. Through the policy, the migrant population will have opportunities for language

assimilation or bilingualism, but not one that would incur language loss. For the Creole-

speaking community, the policy lends credence to their mother-tongue, thereby making it an

established and recognizable one. It removes the stigmatization presently associated with the

language, and it cultivates a more positive attitude among its speakers. and those who once

condemned it such as the Caribbeana Teachers Union, and the Caribbeana Chamber of

Commerce, and other watchdog bodies to name a few.

LANGUAGE POLICY FOR THE CARIBBEAN 12

Public Discourse

It is pivotal that multilingual societies inaugurate guidelines for the use of language in

public discourse. Regional or international communication, mass communication or official

communication within the country must have stipulations as this will prevent a haphazard

society, which can be a tedious task. The roles of the minority languages, creole language and

the official language must be distinguished to create an orderly society while maintaining

cultural and linguistic heritage. Traditionally, it was the official language that was geared

towards public discourse however societies, all over the world today are moving towards

multilingualism. Caribbeana policymakers have decided to adopt this multilingual approach

or the linguistic pluralism in media, judicial system, religion, parliament, government

businesses and all other affairs dealing with public discourse. The sentiment of this approach

is shared by Hamel (2005) who opines that, “all languages are of utmost importance and

should be protected from language death” (p. 27).

The media plays crucial roles in promoting the language whether through

dissemination of information or entertainment. Kuo (1997) believes that “the sociolinguistic

situation of any society should be reflected through the mass media system” (p. 1069).

Newspapers, radio, magazines, television or official Caribbeana website must cater to all

residents despite their linguistics affiliation. All programmes must be disseminated in the

official language, the creole language and the two minority languages. Newspapers and

magazines across the island must be written in all four languages. Radio Caribbeana, the only

radio station on the island, must establish language channels for each language spoken and

the time allocation must be the same despite the language. Television Caribbeana, however

cannot facilitate the same time allotment for language programs due to the strong
LANGUAGE POLICY FOR THE CARIBBEAN 13

globalization effects on the island’s television programs. The majority of the programmes are

adopted from international sources and thus the number of programmes created in the creole

and minority languages are quite inferior to the official language. Television Caribbeana,

therefore must broadcast at least thirty hours of each minority language, and thirty hours of

the creole language and seventy eight hours for programmes in the official language, for the

week. Movie theatres must show one movie written in each minority language or creole

language for every two movies written in the official language. Kuo, “further explains that

the media system is a powerful institutions of language maintenance,” (p. 1067) and thus

policymakers believe that it is vital for media personnel to adhere to language regulations.

The linguistic equality during Parliament sessions is encouraged in Caribbeana. All

official documents for parliament although prepared in the official language, and a language

bureau will be provided to interpret the document in the minority of Creole language since

there is no written form for those languages .This does not, by any means, take away the

official status of any language. The official standard language serves a role of communicating

in formal settings. Carrington (1988) confirms that the official language should be used for

“formal serious communication and public self-representation”. With Carrington’s statement

as a guide, policymakers are of the opinion that formal business conducted by government

officials, outside of the country must be done in the official language’ however in special

circumstances where the conversation is initiated in creole or a minority language by the

clientele, that language initiated can be utilized. This is to minimize communication barriers

between residents and outsiders.

The judicial system is one place where people must be comfortable to explain their

issues, and as such all four languages should be allowed. Mako (2016) affirms that “language
LANGUAGE POLICY FOR THE CARIBBEAN 14

is significant when justifying legal rights and obligations on a supranational level”, (p. 76).

Where the judge or legal counsel is not fluent in the language chosen by the individual, an

interpreter must be assigned.

For administrative, health and other public services, all languages must be employed.

Policymakers have noted that failure to provide services in a language the client understands

it is against international law as postulated by United Nations Special Rapporteur on Minority

Issues (2017). In the following statement, “it would be discriminatory in international law to

forbid the use of a minority language and impose the use of the official language in

administrative and other public services”. It is on this premise that all languages should be

employed.

The Creole language is important in passing on the culture in society and thus its use

must not be understated. The use of Creole is encouraged for casual, more informal setting

such as talking to a group of friends at a party. Carrington (1988) confirms this in his

statement, “Creole vernaculars are media for folk communication, oral tradition, unofficial

activity and private interaction”. However, policymakers will not stipulate the language that

should be used in informal situation. Instead, any of the four languages can be utilized in

informal situations and should only be based on the individual's choice.

LANGUAGE POLICY FOR THE CARIBBEAN 15

Language Use in Education

The Caribbean is a cauldron of languages. This is no exception in the island of

Caribbeana. This is in part due to the influences of the remnants of colonialism and

multiculturalism. These explicable influences have uniquely affected the use of language in

education vis-à-vis the Caribbeana context. Zedana, et al ( 2013) have acknowledged that

language plays a vital role in not only communicating but in the processes of teaching and

learning and acquiring knowledge. They have further posited that there is a comprehensive

relationship between language and education simply because linguistics is used to deliver and

acquire knowledge.

What is worthy of note is that most Caribbean countries have at least two predominant

languages that are used by the population. As noted earlier, four language situations exist in

Caribbeana; Akawaio, Portuguese, Caribbeana Creole e and Caribbeana Standard English.

Paugh (2014) explains that the Caribbean is a linguistic paradox because in most cases in the

Anglophone countries English is the official language (being used in all educational and

governmental institutions). However, the population generally uses “Patwa” or Creole for all

other functions. This is true for the present language situation in Caribbeana. Nonetheless, the

policy makers have recognised the disparity that teaching and acquiring formal education in

the standard variety has caused in the entire education process. For instance, the textbooks

used are printed in Standard English and the teacher uses a “language variety that is not the

first language for the Caribbean learner” (Blackman & Conrad, 2017, p.76) to deliver

instructions. This situation has created a learning inequality among the students who are

highly competent in reading and writing Standard English and those with weaker

competencies. Therefore, the language policy in Caribbeana submits that learners be taught
LANGUAGE POLICY FOR THE CARIBBEAN 16

in their first language as it is believed that children who are taught in their mother tongue first

show great improvement in literacy skills (Rigaud, 2016). Expectantly, this will give

students a chance to express themselves through writing or speaking using their minority

languages and Creole variety without being penalised.

While the Creole language is essential to the country’s cultural distinctiveness and

development ( Paugh, 2014), this is not evident in the classrooms in Caribbeana since no

accommodations are made for students who are not fluent with Standard English. Hence,

students whose first language is not Standard English are at an academic disadvantage.

Paugh (2014) has strongly articulated that Creole and Standard English should be the

languages used in education. As such, the state of Caribbeana official language policy is

submitting that all four languages be used in education institution across the island. For this

to be accomplished, the policy is also proposing that teachers/educators be given pedagogical

training in the use of the four languages. Additionally, teaching and learning tools such as

textbooks, software for tablets and computers and educational resources (curriculum/syllabus,

manipulatives) will be modified to include the four varieties.

“The language of instruction in schools is the medium of communication for

transmission of knowledge” (UNESCO, 2003, p. 17). Hence, the use of language in

education determines academic achievements. This is also a belief of Blackman and Conrad

(2017) who alluded that language is a significant factor in whether students who seek to

acquire knowledge in the classroom succeed or fail. Language in this scenario create a

division between the high achievers and the low achievers. In education there is academic

language that is based on the specific subject’s vocabulary, grammatical forms, structure and

determined expressions and forms of communicating (ibid), which is referred to as “language

teaching”. For the most part the academic language taught in Caribbeana is scripted using the
LANGUAGE POLICY FOR THE CARIBBEAN 17

Standard English and examining bodies such as CXC and CAPE demand the use of the

Standard variety. Again, the students who are versed in the standard variety are becoming

the high achievers while those who struggle with Standard English are perceived as low

achievers. In light of this, Caribbeana’s official language policy is proposing that each

citizen be exposed to language instruction in his or her first language and not just the

Standard variety. As was established earlier education in the mother tongue supports quality

improvement in literacy (Rigaud, 2016). Rigaud also believed that children who learn to read

in their mother tongue are usually able to transfer these skills to a second language later in

life. Hence, it is the policy makers’ hope that the enactment of this policy gives Caribbeana’s

students the necessary skills needed to learn the standard variety. As a result, the percentage

of high achievers will be increased.

Another noteworthy aspect of language use in education is the influence of the

prevailing socio-cultural perception of the community. Gee (2012) has argued that the

schools in the respective communities determine the language use by the students; this he

referred to as “school literacy.” The language use in education is reflective of the social and

cultural norms of that community. Minority languages are seen as providing insufficient

opportunities for social and economic advancement in Caribbeana. Consequently, the

language policy acts on the premise that education must help to foster capacity for linguistic

cultural self expression of the communities of the territory (ICCLR, 2011). Therefore,

Caribbeana’s language policy is advancing that opportunities will be provided for teaching

children from the minority and Creole communities, their own language and culture.

About 20 % of the population of Caribbeana speak the minority languages, 15%

speak Standard English and 65 % speak the Creole language. The policy will aim to
LANGUAGE POLICY FOR THE CARIBBEAN 18

implement co-curricular and extracurricular classes to teach Akawaio and Portuguese, while

the official language will continue to be taught in the language curriculum.

Although there is a plethora of influencing factors evident as it relates to language use

in the educational system in Caribbeana; these factors are at the forefront as policy makers

make a deliberate and organised effort to put the aforementioned policies in place.
LANGUAGE POLICY FOR THE CARIBBEAN 19

Policy Implementation

Globalization has impacted on language use in many nations. As a result, many

countries have developed language policies to assist with the discrepancies that exist between

the mother-tongue language, minority languages and the official Standard Language. The

facts presented earlier in this policy on language rights, public discourse and language use in

education were the genesis of the bi/multilingual language policy proposed for Caribbeana.

The implementation will be conducted in yearly phases using the top-down and bottom-up

model which will encompass critical areas such as education, government entities, religious

institutions and the media. The first phase of implementation involves education and

government institutions while the second phase includes interest groups and the media.

In the sphere of education the governing body, the Ministry of Education (MOE),

undertakes the implementation of the policy by focusing on critical areas such as curriculum

modification, development and training programmes and resource development. Likewise,

the government executes policy proposals in the area of the judiciary, parliament and other

vital government organisations that are utilised daily by the citizenry of Caribbeana.

Furthermore, the religious groups and media fraternity within each geographical boundary

contribute to the successful implementation of the policy.

Curriculum modification

Curriculum modifications promote the Official Standard Language in the primary

school system as well as maintain the significant Creole, the indigenous and the migrant

languages. Since teachers are guided by the curriculum, adjusting the content to suit the
LANGUAGE POLICY FOR THE CARIBBEAN 20

learners’ level is at the teachers’ discretion. Comfort (1990) referred to the curriculum as a

framework used by educators as a guide. Therefore, in nurturing the ideals of education, the

modified curriculum proposes that one of the strategies to be employed must be Language

across the Curriculum.

This strategy enables students to utilise language in various learning activities across

different subject domains thus providing them with realistic and meaningful experiences.

Additionally, the MOE ensures that the teaching and learning of the four linguistic types

commence at the infant levels using the mother tongue as the vehicle to execute the change.

According to UNESCO (2008), the use of the mother tongue as a base dramatically improves

the learners' fluency in a new language. UNESCO further posited that the mother-tongue

limits any hindrances in expressions thus allowing the learners to express their ideas

confidently.

Other critical aspects of curriculum modification are monitoring and evaluating. The

employment of these criteria guarantees the accomplishment of the stated goals and

objectives of the policy. Furthermore, any discrepancies discovered during the

implementation phase are analysed and amended.

Training and Developmental programmes

The MOE is the body responsible for conducting training and developmental plans for

educational personnel in all four language types. The goal of specialisation in one of the four

languages is just one of the mandates contained in the policy document. Therefore,

professional development workshops, pre-service and in-service training ensure that policy
LANGUAGE POLICY FOR THE CARIBBEAN 21

administrators, supervisors, and educators, both senior and junior, are well-equipped to

deliver the modernised curriculum efficiently. Ferguson (2006) reiterated that improvement

and revision of teacher training are significant factors. The implementation of training

programmes guarantees that all educators are au courant with the new teaching strategies and

methods. Furthermore, competence in a mother-tongue language will develop. This

approach to training and development augurs well for the fluent acquisition of the four types

of language varieties spoken in the country of Caribbeana.

Resource development

The MOE undertakes the development of appropriate resources in all four language

varieties to facilitate the required change necessary. Examples of such resources are new

textbooks, workbooks, charts, educational games, audio tapes and manipulatives in the area

of language development as well as technological components. The use of appropriate books

caters to the exact needs of the groups in society thus fostering maintenance and by extension

acquisition of the languages. Ferguson (2006), stated that the suitability of textbooks

influences effective teaching and learning. More so, resource personnel who are competent

and fluent in the minority languages incorporate their experiences and knowledge into the

teaching and learning process. The benefits accrued from the use of appropriate resources are

advantageous. In essence, the policy gears towards inclusivity and equality of all linguistic

groups.
LANGUAGE POLICY FOR THE CARIBBEAN 22

Language Awareness Campaign

To facilitate the rapid transfer of information about the proposals voiced in the policy,

the MOE undertakes linguistic awareness campaigns. These campaigns take the form of

bi/multilingual jingles, ads, posters and social media blogs. Equally important, within the

technological age is the use of various electronic media and communication methods which

learners indulge. The objectives of the campaigns are to sensitise and inform the diverse

population of Caribbeana of each other's oral language. On accomplishing these specific

steps, the MOE formally introduces any one of the language typologies to learners at an early

stage and age across a wide geographical area with minimal complications.

Schools and School Boards

The school and school boards are the catalysts for the implementation of the policy.

They have to orchestrate various methods and approaches to achieve the goals and objectives

of the system. The means of block timetabling, immersion, scaffolding and teachers’

modelling of the intended language outcomes are excellent ways to facilitate change. More

so, classroom practices such as language exchange groups, language day, a phrase or word

day, free writing and the role of the teacher are tantamount to the success of the policy

proposals. School boards also contribute to the process by mandating schools to include a

proficiency aspect in their language assessment kit. In so doing, learners use the opportunity

to demonstrate their learning in a more meaningful and practical way. Further, directives

from the management of the school boards facilitate the use of co-curricular activities to

incorporate relevant aspects of the policy. The positive outcome of such instruction is

holistic learning which promotes and maintains the languages.

LANGUAGE POLICY FOR THE CARIBBEAN 23

Government

The government contributions to the implementation of the plan encompasses

parliament, the legal fraternity and all other government associated business. The legislature

allows the parliamentarians to converse in the official language which will be recorded in the

Hansard. Occasionally the unofficial Creole is used to let the viewing public clarify and

comprehend the proceedings.

In the sphere of the judiciary, the policy mandates the use of the official Standard

Language when cases are presided over; however, where there are discrepancies in language

use, provisions are made to accommodate the individuals. Hence, court-appointed

interpreters, as well as stenographers, are available. Government entities, agencies and

business embrace linguistic varieties through the use of services that foster inclusiveness and

equity. Access to knowledge, information and services cater to the needs and expectations of

the varied linguistic clientele.

Media

In guiding the successful implementation of the policy, the use of the media is an

excellent selection since it captures a broad audience within the pluralistic society. Kuo

(1978), postulated that utilising media in language implementation yield numerous benefits.

Additionally, synchronised airtime on the radios and televisions garners appreciation for the

existing languages. Furthermore, the print media regulates the publication of articles in the

four language types. This approach indicates to the reading public that all are welcome and
LANGUAGE POLICY FOR THE CARIBBEAN 24

respected. Vicarious learning of other languages through the use of mass media promotes

national unity, tolerance and linguistic and cultural diversity.

Conflict Resolution

In light of historical language attitudes and response to change, some resistance to the

policies outlined in this document is expected. The following steps will be taken to minimise

and constructively resolve linguistic conflict.

1. The laying in Caribbeana Parliament of the Linguistic Rights Act (2018) in the next

sitting of the House. This act will lay out the language policy in the spheres of

education and public discourse and will stipulate sanctions by the State on individuals

and organisations who do not respect the language rights of all citizens.

2. The creation of a Language Education Unit within the Ministry of Education. This

unit will monitor and guide the curriculum of all private and public schools at all

levels to ensure quality language instruction and equal opportunities to speakers of all

Caribbeana languages. Members of the public can make reports to this unit if

concerns about equity or quality or instruction occurs. The Unit is mandated to

investigate and make recommendations to an institution if concerns are warranted.

Any private school failing to implement measures mandated by the Language

Education Unit will have its licence revoked to operate in Caribbeana. On the other

hand, administrators of public schools will face disciplinary action under the proposed

Linguistic Rights Act (2018).

3. The establishment of the National Language Service. This service will offer

translation and interpretation services in all languages of Caribbeana. Speakers of any

LANGUAGE POLICY FOR THE CARIBBEAN 25

of Caribbeana’s languages will have free access to a trained professional to

accompany them in legal, financial or bureaucratic matters. In addition, one of the

provisions of the proposed Linguistic Rights Act (2018) is that private firms can

retain internal staff to carry out the se functions. The choice of using the staff is at the

discretion of the citizen.

4. The inclusion of linguistic discrimination under the investigative power of the Equal

Opportunities Commision. This Commission already investigates cases of racial and

gender discrimination. It has the power, by law, to receive reports, investigate

complaints, conduct a tribunal, pass judgements and impose sanctions in line with

existing legislation. Legal counsel is provided to both defendants and plaintiffs at the

cost of the State, and any part can retain private counsel.
LANGUAGE POLICY FOR THE CARIBBEAN 26

Implementation Timeline

Table 1
Table showing the implementation timeframe of the language policy for Caribbeana.
Areas Descriptions Timelines

Resource Development Designing, Printing and Distribution July 2018

completed in 8 months.

Language Awareness Advertisements, Jingles, Posters, Flyers and Apr 2019

Campaign Blogs.

Development and Training Professional workshops will be conducted in 3 Jun 2019

weeks.

-------------- Pre/In-service training will be completed Jul 2019

within 10 days from commencement.

-------------- Language training will progress in 4 weeks Jul 2019

from commencement.

Curriculum Modification Language Across the Curriculum will be Sept 2020

taught throughout the academic school year.

-------------- Exchange Programme will be initiated after Jan 2020

the completion of the first school term.

-------------- Proficiency Assessment will be ongoing from Jan 2020

the second school term.

Parliament Documentation in the Hansard will be Jan 2020

translated by the interpreter if the need arises

Judiciary Legal documents will be translated by the in- Jan 2020

house interpreter/translator.

Government Entities Government workers who can speak two Jan 2020
languages fluently will be part of the
Language Unit to facilitate translation.

Media All forms of media will be incorporated Feb 2020

incrementally.

Interest groups Indigenous groups together with interest and Feb 2020
faith groups will conduct outreach
programmes and consultation with the
population and incarcerated individuals.
LANGUAGE POLICY FOR THE CARIBBEAN 27

The optimal set of policies for Caribbeana

In the state of Caribbeana the optimal set of policies consists of the areas of language

rights, public discourse, education and policy implementation – all related to Caribbeana’s

four existing languages, Akawaio – its indigenous language; Portuguese- immigrant

language; Caribbeana Creole (CC) -mixture of West African and British English, and

Standard Caribbeana English (SCE). In essence, the optimal policies propose that every

citizen of Caribbeana regardless of social status, obtain adeptness in all four languages so

that, over time each language will acquire equivalent status politically and socially.

Initially, the language reform will begin with a reasonable period set for codifying

each of the three unofficial languages, with focus placed on orthography (linguistic systems –

writing systems, dictionaries, and spelling). The standardized writing systems should be

supplied to all educational institutions and made available to the public at a nominal cost. As

a result, the following policies will be introduced/established:

Caribbeana’s citizens will have the linguistic right to freely communicate using their

chosen/preferred code in regional speech communities and nationally without being

discriminated. Additionally, they have the right to use any/all of the languages at home, and

to engage in festivals, rituals, and other cultural activities regionally and/or nationally. In

education, the curriculum will be modified where language exchange programmes will be put

in place on evenings where citizens will be given an equal opportunity to learn and be taught

about the minority and Creole languages. With regards to training, workshops, pre-service,

in-service and language training the school boards will organise these sessions for teachers, to

ensure all educators are au fait with each language and be proficient to impart knowledge of

the languages effectively. These training workshops will also include the development of
LANGUAGE POLICY FOR THE CARIBBEAN 28

new textbooks, workbooks, charts and audio books (this is especially for the blind) in the

unofficial languages.

In terms of Public Discourse, all news reports (including print) and other media

communication should be presented in all the varieties. To ensure equity, all four languages

will be used on public signs, and in private and government enterprises; and a receptive

knowledge of the varieties will be required to ensure job placements in the private and public

arenas. In addition, legal documents, monetary currencies and postage stamps will be written

in all varieties, and during court proceeding participants will be allowed to use their preferred

variety and code-switch as they desire. Furthermore, all three varieties will be represented in

parliament. All opening and concluding parliamentary business will be conducted using the

CSE, but representatives will primarily use their respective varieties during parliamentary

proceedings and be given the opportunity to code-switch as necessary.

Other areas relevant to the language policy that have been outlined.

The language policy designed for Caribbeana took into account government entities, the

education system, the media fraternity and interest and faith-based groups. As stated earlier

in this report and the presentation, the government entities are a myriad of organisations

fostering the implementation of the policy. The penal system of the judiciary, along with the

health sector and the interest and faith-based groups are other areas relevant to the language

policy that was outlined.

Incarcerated individuals within the penal system will belong to all four linguistic groups

from the society. As such, communication problems among the two minority groups, the
LANGUAGE POLICY FOR THE CARIBBEAN 29

dominant Creole and the official Standard language speakers will exist. Since one of the

objectives of the plan is to foster equity, prison authorities will ensure that the language rights

of the inmates are not violated. Moreover, human-rights groups will lobby for equal

language rights for the inmates. As a result, the Language Unit will utilise the trained

personnel to encourage language acquisition or maintenance within the prison. Likewise, the

employees who are fluent in any of the two languages will assist in translation or

interpretation.

In the sphere of the health sector, all health personnel from the medical doctors to the

pharmacists as well as the ward attendants will have discourse with members of the diverse

linguistic communities. Furthermore, the language policy was not designed to produce an

elite language but to promote equity, solidarity, and cordial communication among the

various groups. Accordingly, health officials who are bi/multilingual will be encouraged to

use their expertise in the language for the better good of all humankind.

Third, the interest and faith-based groups in the society will seek to implement aspects of

the policy through outreach programmes in the community or penitentiary. Since the

congregation of the religious groups will be eclectic, the outreach methods will cater to each

diverse group. The inclusiveness of the policy seeks to embrace all diverse groups in

Caribbeana thus promoting harmony and tolerance.

The comprehensiveness of this policy recognizes the polyglot nature of the Caribbeanese

people, and the need to have inclusivity of every group in every aspect of nationhood in

keeping with the dictates of regional and international bodies on language and linguistic

rights.
LANGUAGE POLICY FOR THE CARIBBEAN 30

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