Creoles in Education -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Creoles in education -- 1. Introduction -- 2. An overview of historical and social issues -- 2.1 Status and function of creoles -- 2.2 Codification of P/Cs -- 2.3 Creoles in education: A brief historical overview -- 2.4 Current situation: Why is there renewed interest in integrating P/Cs into education -- 3. Overview of educational projects using P/Cs world-wide -- 4. Critical review of projects -- 4.1 Defining project aims, goals and activities -- 4.2 Assessing the sociolinguistic context -- 4.3 Setting up the educational program -- 4.4 Evaluation of projects -- 4.5 Political and financial issues -- 5. Roadmap for setting up and maintaining education projects/programs -- 6. Conclusions and outlook -- Raising critical language awareness in Hawai'i at Da Pidgin Coup -- 1. Introduction -- 2. A brief socio-historical overview of pidgin -- 3. Pidgin in educational contexts -- 4. The formation of Da Pidgin Coup -- 5. Critical language awareness -- 6. Achievements at the University of Hawai'i at Mānoa -- 7. Projects in schools -- 8. Community outreach -- 9. Future advocacy -- Chabacano for everyone? -- 1. Introduction -- 2. Some theoretical considerations -- 2.1 Language learning and education -- 2.2 The constructivist approach in the study of education and learning -- 3. The social background of the Chabacano projects -- 3.1 Language policies and bilingual education in the Philippines -- 3.2 The sociolinguistic settings and education of Chabacano communities -- 4. The Chabacano teaching projects -- 4.1 The Cavite City projects -- 4.2 Educational materials used in Cavite City -- 4.3 A critical evaluation of the Cavite City projects -- 4.4 Cotabato: Learning modules in Chabacano -- 4.5 A critical evaluation of learning modules in Chabacano.

4.6 Zamboanga: The Chavacano Language Corpus and Reader Project -- 4.7 A critical evaluation of the Chavacano Language Corpus and Reader Project -- 5. Conclusion -- The teaching of Creole in Guadeloupe -- 1. Introduction -- 2. The sociolinguistic situation of Guadeloupe -- 3. Creole and the education system in Guadeloupe -- 4. Regional languages and cultures in elementary and secondary education: The teaching of Creole in Guadeloupe -- 4.1 General characteristics of the teaching of regional languages and cultures in elementary and secondary schools -- 4.2 The teachers -- 4.2.1 Teachers with a qualification in Creole as a specialty -- 4.2.2 Approved" teachers -- 4.2.3 Certified Teachers -- 4.3 Student numbers -- 4.4 Continuity of teaching -- 4.5 Problems with the curriculum and teaching tools -- 4.6 The goals of teaching regional language and culture -- 5. Towards the future -- Appendix: Number of students attending LCR-Creole in Guadeloupe, 2007-2008 -- Integrating local languages and cultures into the education system of French Guiana -- 1. Introduction -- 2. Brief description of the French Guianese sociolinguistic context -- 3. The local languages and the education system -- 4. Langues et cultures régionales -- 5. Intervenants en Langues Maternelles -- 5.1 The aims and overall conception of the project -- 5.2 The trainees, their recruitment and their contractual situation -- 5.3 The training -- 5.4 The development of teaching materials and a curriculum -- 5.5 Schools, students, teaching and institutional support -- 5.6 Supervision and evaluation of the project -- 5.7 Conclusion and outlook -- 6. Raising awareness about language and language diversity -- 6.1 Raising awareness among teachers -- 6.2 Educational activities for raising language awareness among students -- 7. Conclusion and outlook -- Kriol in Caribbean Nicaragua schools.

1. Introduction -- 2. The sociolinguistic situation on the Caribbean Coast of Nicaragua -- 2.1 A historical overview -- 2.2 Indigenous and Afro-Caribbean peoples and languages -- 2.3 Language development and language status -- 2.4 The origins of the Creole population on the Nicaraguan Caribbean Coast -- 3. Education in the Caribbean Coast -- 3.1 Towards Intercultural Bilingual Education -- 3.2 The Regional Autonomous Education System, SEAR -- 3.3 New curriculum - new languages -- 3.4 Teacher training -- 3.5 The primary school sector -- 3.6 An orthography for Kriol -- 4. Kriol in the teacher training -- 5. Piloting Kriol in primary schools -- 5.1 Schedule of the curricular areas -- 5.2 The textbooks -- 5.3 Teacher training -- 6. Evaluating the pilot phase in primary schools -- 6.1 Positive results -- 6.2 Difficulties with implementing the new curriculum -- 6.2.1 Institutional difficulties -- 6.2.2 Heterogeneity of the student population -- 6.2.3 Attitudes towards Kriol -- 6.2.4 Teachers' problems in writing Kriol -- 6.2.5 Ancestral languages and Kriol -- 7. Conclusion -- Swimming against the tide -- 1. Background -- 1.1 The MOEYC 'Home Language' Approach -- 1.2 From problem to opportunity -- 1.3 Testing public attitudes -- 1.4 Official commitment -- 1.5 Project promises -- 2. Researching performance in BEP -- 2.1 Measuring success -- 2.2 The instruments: The English and Jamaican Language Arts Tests -- 2.3 Results: The Language Arts Diagnostic Test -- 2.4 Results - Communication task -- 3. Conclusion -- Introducing French Creole as a language of instruction in education in St. Lucia -- 1. Introduction -- 2. A brief sociohistorical and sociolinguistic background of Saint Lucia -- 3. Education policy regarding French Creole -- 4. A model for using FC/Kwéyòl in instruction in the Saint Lucian context -- 4.1 Preliminary phase - The preliminary piloting.

4.2 The materials -- 4.3 Summary of the results of the experiment -- 4.4 Other aspects of the preliminary study -- 4.5 Planning for an extended project - Phase I -- 5. Conclusions and outlook -- Appendix 1 -- Bilingual education among the Karipúna and Galibi-Marwono -- 1. Introduction -- 2. Kheuól (French Creole) in Brazil -- 3. Indigenous education in Uaçá -- 3.1 Bilingual education -- 3.2 Why transitional bilingualism -- 3.3 The role of Portuguese -- 3.4 Issues -- 3.5 Materials -- 4. Conclusion -- Language and education in Aruba, Bonaire and Curaçao -- 1. Introduction -- 2. Language use in education: A historical overview -- 2.1 Educational entities and their responsibilities -- 2.2 Before 1979: Dutch as the sole medium of instruction -- 2.3 Missed opportunities and political disintegration -- 3. Language and education in Curaçao and Bonaire -- 3.1 Experiences with Dutch in a Papiamentu context: 1979 to 2001 -- 3.2 Papiamentu as a subject in Dutch schools: 1979 to 2001 -- 3.3 Making a difference: Kolegio Erasmo -- 3.4 Steps to a better future: Foundation-based Education -- 3.4.1 Language policy in Foundation-based Education -- 3.4.2 Language and education after Foundation-based Education -- 4. Language and education in Aruba -- 4.1 Language policy in Aruba up to 1986 -- 4.2 Language policy in Aruba after 1986 -- 4.3 Optimism and disappointment in the twenty first century -- 5. Mapping the future -- Cape Verdean in education -- 1. Introduction -- 2. A brief socio-historical overview -- 3. The UNESCO plea that goes ignored -- 3.1 UNESCO's main recommendations: Tenets and learners' linguistic rights -- 3.1.1 Some basic tenets -- 3.1.2 Mother tongue instruction as a linguistic and human right -- 4. From orality to the written word -- 4.1 Outsiders' and insiders' views on Kriolu -- 4.1.1 Valkhoff's (1975) study -- 4.1.2 Baptista's 1997 and 2003 surveys.

4.1.3 Sanches (2005) -- 4.2 The linguistic and literary tradition in the Cape Verdean archipelago -- 4.3 The orthographic choices -- 5. The challenges ahead -- 5.1 The necessary measures and the reasons for resistance -- 5.2 Exploring the options -- Trilingual education -- 1. Introduction -- 2. Multilingual education model -- 3. Development of the Trilingual Education Curriculum -- 4. Development of the Islander Creole English first grade materials -- 5. Additional information on the Trilingual Education Project 2000 -- 6. Teaching oral 'Standard' English in first grade -- 7. Teaching 'Standard' English reading and writing in second grade -- 8. Contrastive analysis approach -- 9. Differences between Islander Creole English and 'Standard' English -- 10. Using the model -- 11. Is the Trilingual Education Project 2000 Working? -- 12. Additional results of the Trilingual Education Project 2000 -- 13. Conclusion -- Bibliography -- Biographical sketches of contributors -- Index -- The series Creole Language Library.