CHAPTER 3 Language Goals for the Caribbean Introduction ‘We have so far discussed the macro/wider language environment, showing how the language of Jamaica has evolved to its present status and condition. We have also considered the school environment where language is to be taught and developed, considering the historical background, the participants involved and the interaction patterns revealed in their language classrooms. ‘This chapter is concerned with how English is to be taught in secondary schools, according to goals agreed with this system. In reviewing the development of goals it centres on the needs of Catibbean children. In all of this discussion the voices of teachers of English in secondary schools in Jamaica assumes a prominent role. The chapter is organised thus: + English as an International Language /The New Englishes + Bilingual Education in the Caribbean + The Language Learning Needs of Caribbean Children + Determining the Language Goals of the Caribbean English as an International Language/The New Englishes ‘As was noted in the Chapter 1, the main argument voiced for the primacy of English in Jamaica is that it is an international language. This insistence on English as the official language can be based on utilitarian and pragmatic principles, and the teachers of English in Jamaica will, later, talk about the language in this way when they discuss its importance to education. -Krachit (1983) presents a perspective on the use and meaning of English which sh its increasing spread across the world from the inner, to the outer, to the expanding circles of influence. The inner circle includes countries where English = ig the dominant language, such as in the United States, United Kingdom and50 BETWEEN two GRAMMARS Australia. The outer circle includes those countries such as Singapore, India and Ghana where English is used in the major institutions of government, education and the media. These are countries which share a common history of colonisation under British rule. The expanding circle consists of those countries where English is recognised as an important international language, such as Japan, China or Poland. Krachu (1990) expands on the role of English in India, where it has: acquired neutrality in a linguistic context where native languages, dialects, styles sometimes have acquired undesirable connotations. Whereas codes are functionally marked in terms of caste, religion, region...English has no such markers (Ashcroft et al. p. 272) It is perceived, in spite of its imperial past, as being the language without ambition. He provides a number of examples of how through code mixing English is used to present an item in less loaded and contested contexts Ramanathan (2005) takes a different view of language use in Krachw’s own setting, in India. She is concerned with the ‘power differential built into English and regional languages in multilingual cultures’ (p.2). She examines the divide between English medium (EM) instruction and vérnacular medium (VM) instruction in the state of Gujarat, which had taken a strongly nationalist line in support of the vernacular. Using the metaphor of voicing and devoicing, she explores how the VM student has been disadvantaged in favour of the EM student; and how teachers negotiate the divide, She notes that the English which is used is Indian English, and that this is the variety accepted as the standard of the country and in this way she supports Krachu’s description of the changes being wrought on English in India In Hawai'i the situation is linguistically very different and in some ways quite similar. There is ambivalence as the islands are part of the United States, of America, yet linguistically and culturally they can be linked to Krachu’s outer circle. ((Gaiguagel planning debatelin Hawary Hawaii Creole English (HCE) is an important badge offethnic identity in an island with a multiplicity of racial groups, living uneasily with each other. Historically, English has been used, through the English Standard school system, to ensure social stratification and even segregation of different groups in society. Although this system was abolished in 1960, a linguistic ambivalence, similar to that in Jamaica, remains. The school system still contributes to the negative attitude towards the vernacular. The emotional debate about the place of Creole and English in the classroom also had to be fought in the media, with Creole receiving support from linguists, teachers and community leaders. However, the development of ‘the new plantation’ ~ tourism, has ensured the continued demand for English Consequently, Hawai’’s situation confirms the ubiquitous power of English.Language Goals forthe Gribbean Tollefson (1991), however, attributes the obstacles Presented to alternative national languages in the language planning debate, to a sustained, political resistance by the powerful against the needs of the majority. He adopts the historical-classical approach to language planning, which links the activity to political economy and therefore class-based considerations, Such anorientation takes seriously the ‘utilitarian’ argument of English as an International Language, but seeks to locate it firmly within a range of historical, institutional and systemic considerations: ‘These include: the country’s level of socioeconomic development; the political organization of decision making...and the role of the language in broader social policy. (Tollefson 1991, 33) This is taken further in Tollefson (2000) where he cites populations such as those in Indian-administered Kashmir and Papua New Guinea, as he re- examines the questions of who really benefits and who has opportunities in English. . He cites a wide body of research and thinking that takes issue with the ‘Standard language ideology’ (p.16) and attempts to unpick the arguments to do with national unity and economic equality that he sees underpinning English dominance. However, Canagarajah (1999), writing from a Sri Lankan experience, believes ‘periphery’ writers and teachers should attempt to make sense of their ; He recognises the dangers of linguistic imperialism but attempts to find a ‘third way’ that would allowhis Tamil students’ to access what they sce as the benefits of English. This alternative would allow them to appropriate the ‘discourses, codes and grammar of English in terms of their own tradition and needs’ (p.175), which will include ‘Tamilised English: Graddol (2006) turns all of this introspection about English on its head. He shows that globalisation has moved the situation much more rapidly and radically than academics could possibly have imagined. The question is no longer about the dominance of English or monolingualism. The number of second language users of a world language is also important. In analysing the trends he places the emphasis on the growth of English as a second language, especially in light of the rising demand in China, India and South East Asia. The demand for English is growing, but will eventually peak as it becomes part of general education in many countries which are aspiring to be bilingual. Other languages are also challenging the supremacy of English Mandan CHineSe is a fast-growing ‘foreign’ and second language, Spanish is now also expanding in its ascendancy, as can be seen in the table:52 BETWEEN two GRAMMARS Table 1: Language Use Worldwide 1 ‘Mandarin 1,052" 2 English 508 3 Hindi 487 4 | Spanish 417 5 [- Russian’ 277 6 [Bengali 211 Z Portuguese 191 8 German este 28 toma 8 French 128e0 | 10 Japanese 126 * Number of speakers in millions Graddol 2006, 62 Many of the developments mentioned above can be mirrored in the Caribbean. Shields’s (1989) description of Standard English in Jamaica shows that what is emerging is a(H€W/ENglISH) We are, thus, not simply concerned with the all-embracing dominance of one English with a capital ‘E, but all the small and diverging “englishes’ now being used around the world (jenkins 2006). Widdowson (1994) unmasks some of the unctuous concern of native speakers by suggesting that they relinquish some of the hold they have on English and allow this worldwide community of users to define for themselves how they will fashion the language to represent their own reality. Widdowson (2003) continues that discussion, in opposition to Tollefsor's fear of ideological dominance through English. He argues that the nature of language makes it impossible for users to be so easily controlled: ‘People appropriate it’ (p. 46) as the ‘language diversities into different kinds, varieties which are established (Communities (p.49). He does, however, believe that we need to narrow the content and parameters of English as an International Language to the specific registers used in the global community. Thisisithe sittiation in the|Caribbeaniy) where English remains the official language of governance but not the language - of identity, cultural expression and community life. English is expected to be used for limited and specific purposes. It is some of those purposes and goals which will be next examined. y q p ERE EREE See eee ee ee ee