Running Head: STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 1

The University of the West Indies

Open Campus

Research Proposal: A Comparative Investigation into Secondary School Students’ Perspectives

of the Differences between American English and British English Spelling Systems in the

Bahamas and Trinidad.

Submitted in partial fulfillment

for the requirements for the course

LING 6402 World Englishes

Course Instructor: Dr Kedisha Williams

Kathleen Austin (316103085)

Hassan Basarally (806007430)

Christobelle Simpson (311500164)

June 9, 2019
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 2

A Comparative Investigation into Secondary School Students’ Perspectives of the Differences

between American English and British English Spelling Systems in the Bahamas and Trinidad.

Background to the Issue

The English orthography system is viewed as a complicated one for language learners, in

part due to its spelling conventions. English does not have a one to one sound to letter

correspondence and its phonemes or speech sounds vary in between contexts and speakers

(Carney, 1997). Spelling is one of the key elements of effective writing as it prevents obscurity

and enables understanding of the intended meaning. In addition, spelling can mark regional or

social group membership (Cook, 2004). The variety in orthography has manifested itself into two

major spelling systems English. Firstly, the British spelling system which continued to be used

by the majority of the Commonwealth, including the Anglophone Caribbean, even after

independence. Secondly, the other major spelling system that exists is the American spelling

system. This system originated in 1783 when Noah Webster introduced some spelling changes

that were not too radical from the British spelling and became accepted in that country (Carney,

1997). The changes by Webster sought to standardise the spellings that were appearing in the

United States at that time. It should also be noted that there were attempts to standardise British

spelling and reduce irregularities as early as the 12th Century. Traditionally, the majority of

English language learners worldwide learnt the British variety of English, including its spelling

system. With the rise of the United States as an economic, political and military power, its

English variety became another target language for English learners. Many English language

learners today prefer to lean a particular spelling system depending on which geographical area

they intend to use the target language in.

STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 3

In the Anglophone Caribbean, English is a second language for the majority of speakers

who have as their first language, an English-lexified creole. Added to this, most educational

institutions implement the British spelling system in matters of governance and public though

there is large exposure to the American spelling system through television and the internet.

These conflicting factors have the potential to create a level of difficulty to Caribbean students.

For example, students are expected to use a consistent spelling system in academia and the

workplace but may mix the system.

Statement of the Problem

English spelling performance in Caribbean schools can be negatively affected by the

existence of two spelling systems in the region. The British spelling system is used in the

education system, official communication and local media. Simultaneously, students are exposed

to the American spelling system in online content and foreign news and entertainment

programming. This situation results in students mixing spelling systems, especially in academic

writing. Two such anomalous elements are the -iz/-ise, and -or/-our, both of which are the focus

of this research. Many students do not have the linguistic awareness of the differences, thereby

creating writing that is a mixture of the spelling systems despite the fact that the territories of

The Bahamas and Trinidad uphold their colonial past in both language and its structure.

Aim/Objective

The main objectives of this study are:

1. Identify the spelling system used by students in selected secondary schools in the

Bahamas and Trinidad.

STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 4

2. Assess the level of linguistic awareness students in selected secondary schools in the

Bahamas and Trinidad have regarding American and British spelling systems.

Research Questions

1. Are students in selected secondary schools in the Bahamas and Trinidad able to identify

the differences between American and British spelling systems?

2. Do students in selected secondary schools in the Bahamas and Trinidad consciously use

the American or British spelling system in words ending with -iz/-ise, -or/-our?

3. If students in selected secondary schools in the Bahamas and Trinidad consciously use

either the American or the British spelling system, what are the reasons for the choice?

4. What are the opinions of Bahamas and Trinidad secondary school students about the use

of either spelling system?

Rationale/Significance of Research

The study seeks to analyse the extent to which secondary school students in selected

territories are aware of the differences between the American and British spelling systems. It also

aims to determine whether students in the sample consciously use a particular system and the

reasons, if any for this choice. English language proficiency is an important measure of academic

achievement and employment qualification in the regional workplace. As many students would

be required to produce written texts at higher education and in employment, it is important to

stimulate students’ awareness of the differences in the spelling systems and what this difference

signifies within the Caribbean region. The study will have useful implications for the education

field as it would provide insight into possible reasons for errors in spelling performance in the

English language classroom.

STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 5

Literature Review
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 6

In the Caribbean, English spelling appears to pose challenges to students whenever they

undertake the task of spelling. One of the problems is the choice of spelling variation to employ.

These variations in spelling seem to have stemmed from the two spelling systems, the English

and American systems, which are both utilized by secondary school students in the English

Caribbean. In the Bahamas and Trinidad, students’ perspectives on the differences between the

English and American spelling system is being researched. This literature review will survey

and summarize what researchers have written about secondary students’ attitudes to the two

spelling systems.

The English spelling system is used in the Bahamas and Trinidad even though there is no

policy stipulating which method should be employed by the secondary students. Therefore,

teachers presumed that secondary students would either be competent, proficient or average

spellers of the English system. Nevertheless, it appears that the secondary students employ both

the British and the American spelling system, which generates both negative and positive

perspectives of both systems. Arftberg (2009), posits that generally secondary students show no

preference in a spelling system (p 18). He further states that students’ attitudes towards the

American spelling system are a positive one resulting in that system be used more frequently

than the English system. Porter (2003), research on students’ attitudes towards the two spelling

system, claims that students’ frequent exposure to Americanised spelling through advertisements

has fostered the American spelling.

The differences in both spelling systems have produced a plethora of subtle spelling

variations, which students are requested to memorize because no spelling rule can be applied.

Secondary students are bombarded daily with words that contrast in both spelling systems.

Carney (1997), lists the contrast between both methods of spelling. For example, the British
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 7

spelling convention of verbs ending with the sound /aɪz/ is ‘ise.’ However, the American

spelling is ‘-ize’. Thus, words like ‘criticize’ and ‘hypnotize’ demonstrate American spelling.

He further highlights the ending ‘-re’ in British words such as ‘litre’ and ‘metre’ as compared to

‘lliter’ and ‘meter’ which are the American spelling convention (p. 65). Cook (2004), also states

that the British spelling for nouns ending in ‘-our’ has the American spelling convention of ‘-or.’

As such, the English spelling of ‘neighbour’ and ‘favourite’ is realised as ‘neighhor’ and

‘favorite’ using the American spelling system.

Spelling is essential because it creates a bridge between written and verbal

communication. Furthermore, it promotes understanding and eliminates misconceptions among

users of the English language. Knowledge and application of the spelling system being used in

English is of equal importance because it provides individuals with the requisite spelling skills,

which will prepare them for written interaction in the global village.

Methodology and Methods of Analysis

Study design
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 8

Given its origin in social science investigation, this study will incorporate both the

quantitative and qualitative approaches. Also known as mixed methods research, it refers to the

deliberate mixing of qualitative and quantitative data within a single investigation based on the

belief that the combination provides a more complete and unified use of the data and a more

comprehensive perspective of the findings (Creswell, 2001). The mixed methods approach will

be particularly beneficial to this study in that it will prove useful in providing contradictions

between quantitative results and qualitative findings.

Sample Population

Since this study is investigating perceptions that high school students have toward the British

and American spelling systems, the informants - fifteen from each territory - will be drawn from

the Form Five (Grade 11) student population of one high school in The Bahamas and Trinidad

and Tobago. These target groups are in the thirteen to seventeen year age range. Having

completed their junior years, and being on the verge of completing their final year of compulsory

schooling, deemed these students to be suitable informants for eliciting the type of information

the study intends to investigate.

Elements of Spelling System

This study will specifically examine two spelling elements, namely the -iz/-ise, -or/-our,

notable differences between the American and British spelling systems.

Instrumentation

The data collection instrument consists of a four-part questionnaire designed to elicit both

statistical information as well as participants’ lived experiences as secondary school students

learning English as a Second Language and specifically rules for spelling English words. The

first section consists of biographic information; the second and third sections consist of multiple
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 9

choice, yes-no and open ended questions soliciting information of students’ perceptions of the

two spelling systems. In the fourth section, participants will write a short dictated passage

consisting of an equal number of words from the two spelling systems, -iz/-ise, -or/-our,

provided by the researcher.

Data Collection and Analysis Plan

Collection of data will be done during one of the lunch time periods. The multiple choice,

yes-no questions will be analysed on the basis of students’ lived experiences, the results would

be presented in tables, charts, and graphs. The responses to the open ended questions would be

analysed for the major issues arising therefrom in keeping with the qualitative approach. These

issues would then be identified and coded based on their similarities and emerging themes..

Limitations

This study is limited to two Anglophone Caribbean territories and two government-run

secondary schools, one in each territory, and one Grade 11/Form Five English classroom.

Therefore, the findings may not be generalisable to other Caribbean territories. The investigation

will not seek the perceptions of other stakeholders.

Ethical Considerations

Two of the three researchers are English A teachers of the grade level being investigated. A

consent form is incorporated in the instrument. Students will be provided with a letter of consent

to be signed by their parent.

STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 10

Works Cited

Alftberg, A. (2009). British or American English? – Attitudes, Awareness and Usage Among

Pupils in a Secondary School. Gothenburg: GUPEA.

Carney, E. (1997). English Spelling. Oxford, United Kingdom: Routledge.

Creswell, J. (2001). A Framework for research design. 2nd Ed. Retrieved from:

https://ucalgary.ca/paed/files/paed/2003_creswell_a-framework-for-design.pdf

Cook, V. (2004). The English Writing System. London, United Kingdom: Arnold Publishers.

Peters, M. (1988). Spelling, Caught or Taught? A New Look. London: Routledge.

Porter, M. (2003). Spelling Attitudes and Abilities of Secondary Students (Unpublished doctoral

dissertation).

Appendix
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 11

Data Collection Instrument

OPEN CAMPUS
UNIVERSITY OF THE WEST INDIES, MONA

Good day. Thank you for taking the time to participate in this survey.

I am a graduate student in the Master of Arts in the English Language programme coordinated by

the Open Campus of the University of the West Indies Mona. I am currently conducting a study

on students’ perspectives on American and British spelling systems. Please assist by reading the

list of words, completing the dictation and answering the questions. Should you choose to

participate, your identity will be kept confidential. Your name will not appear anywhere on the

survey or in our report. Participation in this survey is completely voluntary so you are free to

withdraw from the survey at any time. By agreeing to respond to these questions, you are

indicating that you have consented to participate in this survey.

Please complete Section A and the interview.

Please place a tick in the box next to your answer and/or write in the space provided.

SECTION A (All Participants are asked to complete this Section)

1. What is your gender?

□ Male

□ Female
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 12

2. What is your age?

□ 13
□ 14
□ 15
□ 16
□ 17
□ 18
3. What is your nationality?

□ Bahamian
□ Trinidad

4. What is the language that you use most often?

□ Standard English
□ Bahamian Creole
□ Trinidad Creole
______________________________________________________________________________

SECTION B

This section checks your differentiation of two spelling systems: American and British. Place a
tick in the box that corresponds with the spelling system.
American British
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 13

1. honor □ □
2. sensitise □ □
3. computerize □ □
4. Valour □ □
5. recognize □ □
6. prioritise □ □
7. color □ □
8. behaviour □ □
9. individualise □ □
10. revitalize □ □

11. surprise □ □

12. favor □ □

13. concretise □ □

14. idealize □ □

15. flavour □ □
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 14

16. rigor □ □

SECTION C

1.Which spelling system do you prefer American or English?

____________________________________________________________________________

2.Provide at least TWO reasons for your choice in question 1.

______________________________________________________________________________

______________________________________________________________________________

3. Which school spelling system is taught at your school?

American □ British □ Neither □

4.Do you think it matters which spelling system is used in your writing? Give reasons for your

response.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. Is spelling taught as a component of the English A class? YES □ NO □

6.. Select which spelling system is used in the following settings: American English Both

● Education (school) □ □ □

● Workplace/Government Documents □ □ □
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 15

● Print Media ( newspapers, billboards, posters, flyers, novels) □ □ □

● Online Media ( Social Media (Facebook, Instagram, Online News, Blogs)

□ □□

SECTION D

Write the following dictated passage on the lines provided below.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Dictation Passage

Our Form Teacher spoke to us concerning our behaviour in class. He received reports from

subject teachers of our misdemeanours and heard rumours that we were loitering after school.

We clamoured to deny everything, but realised that he was unconvinced. He criticised us for not
STUDENTS’ PERSPECTIVES ON AMERICAN AND BRITISH SPELLING 16

capitalising on our educational opportunities. He spoke with great candour and reminded us of

the need to organise our studies and recognise our potential to succeed.