Phonological Variation in Rural Jamaican Schools -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- List of tables, figures and charts -- Chapter 1. Introduction -- 1.0 General scope of the study -- 1.1 Sketching out the language situation in Jamaica -- 1.2 Learning standard Jamaican English in school -- 1.3 Acquisition vs. learning of speech patterns -- 1.4 Research objectives of the study -- 1.5 Theoretical framework: Variationist and usage-based models -- 1.6 Structure of the book -- Chapter 2. Variation in child phonology -- 2.0 Introduction -- 2.1 Acquiring sociolinguistic variables -- 2.2 Communicative competence -- 2.3 Phonology and phonetics intertwined in the lexicon -- 2.4 Acquiring socio-phonetic variation -- 2.5 Usage-based models of language -- 2.5.1 Frequency -- 2.6 Exemplar-based L2 learning and frequency effects -- 2.7 Sociolinguistics in SLA research -- 2.8 Summary -- Chapter 3. Language and education in Jamaica -- 3.0 Introduction -- 3.1 Sociolinguistic awareness as part of language learning -- 3.2 Note on language standardisation -- 3.2.1 Defining a 'standard' in the Jamaican context -- 3.3 SJE as the target in education -- 3.4 Official implementation vs. local representativeness of SJE -- 3.4.1 Model, input and output -- 3.5 Modelling the sounds of SJE: Pedagogy and methods -- 3.5.1 Integrated studies: Language Arts and Phonics -- 3.6 Some examples of sound drilling in the classroom -- 3.7 Summary -- Chapter 4. Researching the school communities -- 4.0 Introduction -- 4.1 Fieldwork in an educational context -- 4.2 The school communities -- 4.3 Gaining access to the schools -- 4.4 Selection of informants -- 4.4.1 Choice of age group -- 4.5 Data types and procedures -- 4.5.1 Observational data collection -- 4.5.2 Tasks and materials used for elicitation -- 4.5.3 Conduct of recordings.

4.6 Pedagogical factors for explaining variation -- 4.6.1 Target -- 4.6.2 Frequency -- 4.7 Quantitative methods -- Chapter 5. Word-final (-t, -d) consonant clusters -- 5.0 Introduction -- 5.1 A note on terminology -- 5.2 Consonant clusters as a continuous process of acquisition -- 5.3 Acquiring SJE consonant clusters in class -- 5.4 Variationist constraints on consonant clusters -- 5.5 Some empirical findings on clusters in Jamaican -- 5.6 Consonant clusters in rural Jamaican schools -- 5.6.1 Children's acquisition of clusters as a variable process -- 5.6.2 Cluster variation in teacher speech -- 5.7 Linguistic factors -- 5.7.1 Negation clusters -- 5.7.2 Cluster absence and preceding segment -- 5.7.3 Cluster absence and following segment -- 5.8 The role of pedagogical factors on cluster absence -- 5.8.1 Target -- 5.8.2 Task -- 5.9 The role of frequency on cluster absence -- 5.10 Summary: Acquiring variation in complex sequences of sounds -- Chapter 6. Word-final vowel duration -- 6.0 Introduction -- 6.1 The Jamaican vowel system -- 6.2 Vowel length and word-level prominence in English and Jamaican -- 6.3 Methods for the acoustic and statistical analyses -- 6.3.1 Dependent variable: Vowel duration -- 6.3.2 Independent variables -- 6.4 Vowel duration contrasts in the teachers' data -- 6.4.1 Vowel lengthening -- 6.4.2 Vowel reduction -- 6.5 Vowel duration in the children's data: Linguistic factors -- 6.5.1 Phonetic forms and vowel orthography -- 6.5.2 Vowel quality and vowel reduction -- 6.5.3 Vowel lengthening and vowel quality subsystems -- 6.5.4 Vowel lengthening and phonological environment -- 6.5.5 Vowel lengthening and stress-related factors -- 6.6 Vowel lengthening and performance factors -- 6.7 Vowel lengthening and social factors -- 6.8 Vowel lengthening and frequency -- 6.9 Concluding discussion.

Chapter 7. Learning phono-stylistic variation in the classroom -- 7.0 Introduction: A multifaceted learning of sound patterns -- 7.1 The modelling-replication framework -- 7.2 Generalisations and variability of JC and SJE sound systems -- 7.2.1 Implications for SJE learning -- 7.2.2 Stylistic variation -- 7.3 Literacy and classroom speech templates -- 7.4 Classroom speakers vs. acrolectal speakers -- 7.5 Extent of classroom speech harmony -- 7.6 Distinguishing between JC and SJE spoken repertoires -- 7.7 Whole-word pronunciations and their conceptual features -- 7.8 Frequency and perceptual salience -- 7.9 Variation and phonetic learning -- Chapter 8. Conclusion and pedagogical implications -- 8.0 Phono-stylistic variation: Internal and external factors -- 8.1 Classroom-specific English or SJE? -- 8.2 Children's learned behaviour and proficiency -- 8.3 Note on the Language Arts-Phonics teaching methodology -- 8.4 Looking at seven year olds and beyond -- References -- Appendices -- Index.