Pace in Canada

According to the 1981 census, over 143,000 Caribbean born people were living in Ontario, and in some Toronto schools in the 1980s, 10 percent of the students were of Caribbean descent. Thus, there was a need for Canadian teachers to become more familiar with the cultural, linguistic and education background of these students. Some teachers took a course taught in Toronto in 1983 by Lawrence Carrington of the University of the West Indies, and it was decided to form a committee to produce a Caribbean Student Resource Book for teachers. A large two-day symposium was held in 1986 to gather more information from participating educators and linguists, such as Lise Winer. The result has been the publication of two valuable books written by Elizabeth Coelho in collaboration with the Caribbean Student Resource Book Committee:

Caribbean students in Canadian schools, Book 1 (Carib-Can Publishers, Toronto, 1988) presents background information on the history of the Caribbean and on contemporary life, including the economy, education system, and family structure. Immigration to Canada is described, as well as associated problems, especially with language, for example (p.144):

Divergence from Standard English usage by Caribbean students is usually not regarded with the same tolerance as errors made by students who are learning English as a Second Language, because Caribbean students are generally not regarded as language learners. They are regarded as English speakers who are careless with the language.

The book discusses the implications of this background information for the development of an educational program to meet the needs of both children of Caribbean origin and their parents. The goal of such a program is (p.146):

… to extend students’ range of competence in Standard English. At the same time, it informs the students and their teachers about the validity of Creole languages and different varieties of English. The students’ task is to add to their existing linguistic repertoire, rather than replace it. The teachers’ task is to become more knowledgeable about the language background of their students, to understand the important link between language and identity, and find ways to assist students to become aware of language difference without loss of self esteem.”

Caribbean students in Canadian schools, Book 2 (Pippin Publishing, Toronto, 1991) gives detailed information about creole languages, designing an integrated language program, assessment of Caribbean students, and bringing creole into the classroom. For example, the following advice is given (p.94):

One of the best ways of affirming the validity of Creole is to bring it into the classroom. This will accord it the status conferred on everything that is seen as part of the curriculum, something that is important to know about, something that is worth class time to consider and explore.

Resources mentioned include Caribbean literature and music and recorded interviews with people in the community. The book also has chapters on language across the curriculum and cooperative learning.

Unfortunately, according to latest information, funding for special programs for Caribbean students in Canada has been cut. However, both of these books remain as an excellent resource for anyone teaching creole-speaking students, from the Caribbean or elsewhere.